
Class BSm^ 

Book ■ b "h 



GoEyrightN". 



COPYRIGHT DEPOSrr. 



MANUAL FOR TEACHERS 

ON 

OLD TESTAMENT LESSONS 

For children from seven to ten years of age 



BY 

FREDERICA BEARD 

AiTTHOR OF The Kindergarten Sunday School, Wonder Stories 

FROM THE Gospels, Teachers' Notes on Wonder 

Stories from the Gospels, Etc. 



THE WINONA PUBLISHING CO. 
CHICAGO, ILL. WINONA LAKE, IND. 



-34 






COPYRIGHT, 1903 

BY 

THE WINONA PUBLISHING CO. 



MANUAL FOR TEACHERS ON 
OLD TESTAMENT LESSONS 



THE NATURE AND NEEDS OF 
THE CHILDREN. 

WHAT does the child of seven to ten years 
of age need? That is the question, but it 
cannot be answered until we find out what the 
child is, — what his tendencies are during this time. 
(Of course no age limit can be set with absolute 
definiteness ; this one is used only as a general indi- 
cation.) The study of child life with the differing 
periods of development is only in its embryonic 
stage, and when we consider actual conditions, cor- 
responding needs, and how to supply them, we see 
that no hard and fast lines can be laid down with 
the command, '*This is the way, walk ye in it." 

But light has been thrown on this problem far- 
ther than it has been applied, especially in relation 
to the spiritual training of the little child. Some 
things are self-evident. Commonly speaking, the 
small boy of this age is said to be "a young savage.'' 
There needs to be recognition of this fact in two 
ways : First, that this is a natural condition, God- 
ordained, and therefore helpful, it is not to be 
opposed and repressed, but guided; second, that it 
is a transitional period, not to be forced into some- 
thing different, but one that, guided rightly, will in 
time bear a rich fruition. Under this general term 
of "young savage" what do we find to be true? 
That the boy is materialistic, more interested in the 



/iDanual tot Ueacbers 



physical than in the spiritual side of a subject. The 
extreme phases of actual life, even in grotesque 
forms appeal to him. He has a care for material 
details, which his younger brother, in his imaginary 
personifications, often passes by. 

This has been called the ''descriptive stage." The 
reason for this is apparent as we note a child's 
eagerness for vivid description, and the strength of 
the dramatic element in his nature which seeks to 
live out the exciting, full-of-action pictures de- 
scribed. Again, this time of development has been 
termed the ''symbolic period." The word symbolic 
is not applied here in its higher and more spiritual 
significance, but to the period of signs when a child 
seeks representations of realities, and has his many 
schemes and plans, too large to be fulfilled, quickly 
falling to the ground, and supplanted by others. His 
interest in things changes now, and he relates these 
to life. What does his gathering together of objects 
and his constant interrogative "why" signify? Sure- 
ly they indicate the more scientific tendency. At 
this time a child turns to the signs of language, 
quantity, etc. Watch the seven-year-old boy make 
columns of numerals, or the girl follow the written 
page, and there will be no doubt that the "sign" has 
a charm if it is rightly given. And as the descriptive 
word appeals we see an eagerness for repetition, and 
find this to be the natural time for memorizing. 

Now, what application of these observations is to 
be made to Sunday school teaching ? First, we must 
look for subject-matter that will answer to the needs 
apparent. And nothing seems so suitable as the Old 



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Testament stories. Here in the experiences of the 
childhood of the race we find correspondences to the 
Hfe of the individual child. Here his desire for the 
exciting, the dramatic, even the fierce and bloody 
element, finds satisfaction, but in a healthy form, be- 
cause strong contrasts of good and evil and the con- 
sequences of each, are clearly shown. If these 
stories are presented to the child of this age in a 
natural way, with methods which any good teacher 
uses in other story-telling, there will be no question 
of interest, a response will quickly be manifested. 

A word about methods. Considering the tenden- 
cies noted above, the child will need something to 
do. He will be interested in gathering materials, in 
picturing the simple geographical and biographical 
environment. Now that the making of "signs" is 
absorbing him, simple word-work, oral or written, 
will also be in place. 

In all educational work we are discovering that 
experience is necessary to knowledge, that there 
must be action for any real appreciation of truth. 
We need in Sunday school to get away from the 
"supposed necessity of a listening being" on the one 
hand, and a teacher who only tells on the other, and 
from the routine process of question and answer, 
which so often results in a mechanical knowledge of 
Biblical facts. These methods well used will have 
their place ; but, with any and all methods, the plan 
should be for the child to discover and realize truth 
through actual experience. 

The purpose of this little book is to suggest how 
this may be done, to try and show how, with suit- 



/iDanual tor XTeacbers 



able subject-matter in Sunday school, as in other 
places, natural tendencies may be recognized and 
made use of with the faith that then the child will 
respond, and in responding, grow in spiritual 
strength and grace. The Old Testament division of 
the Children's Bible by Richard G. Moulton, Ph. 
D., is made the basis for this work, and is selected 
as the best text-book for the children's use. It is 
practically the Bible adapted for children by the 
omission of such passages as are unsuitable for their 
reading until they are older. The Bible language is 
preserved throughout. In the writer's opinion 
this book should be given to children in preference 
to the complete Bible. It should be made clear to 
them that it is really a part of the Bible, and not 
simply a Bible story book. 



SUGGESTIONS FOR TEACHERS. 

FIRST WORK IN Te;ACHING. 

BEFORE giving the material of any lesson for 
reading or recitation some development of 
the subject needs to be made; then the reading may 
follow and the memorizing of any part come as the 
last step in the process. The method which requires 
the "Golden Text" to be learned previous to any 
teaching of the lesson, is surely ''putting the cart 
before the horse." In a ''Golden Text" we have, 
supposedly, the heart of the truth ; the appreciation 
of that, and its summing up in definite formulation, 
will naturally come as a result of the study of the 
story, or passage, which illustrates it. Let the child 
see for himself the truth, then the word which he 
hears about it will be believed by the heart as well 
as the head. In these lessons a single verse for 
memorizing will sometimes be suggested; again, 
passages of Scripture, naturally a part of the story, 
will be chosen for the purpose, as e. g., God's call 
to Abraham or His covenant with Jacob. We be- 
lieve this occasional intelligent memorizing will be 
more "golden" in its effect for good, than a number 
of disconnected verses mechanically repeated. 



/iDanual tor Ucacbers 



gene:rai, principle. 

We shall take it for granted that the children who 
are ready for the work planned here, have gained 
some idea of one great family with God as the 
Father of all ; of the interdependence of this family 
and of the law of obedience, as seen in nature all 
about them.* The law of cause and effect embodied 
in the words, ''Whatsoever a man soweth, that shall 
he also reap," will be the general principle or un- 
derlying truth to be borne in mind by the teacher 
through all the lessons. There will be, of course, 
numberless other impressions for the children, deep- 
ening those which have come earlier and leading on 
to new ones. But there is perhaps nothing that the 
child of this age needs more than to see the conse- 
quences of good and evil, to realize comparative 
values and the necessity of choice. All of this is 
embraced in this law of cause and effect, and is 
strongly pictured in the Old Testament stories. 

With this thought, two plans are open to us : To 
give these life experiences as distinct pictures, or to 
give them as the history of a people. For this man- 
ual we shall choose the first as the simpler. In a 
second year's work with the same material, or in 
the first year with advanced children, the historical 
side might well be emphasized and the leading 
thought be, as suggested by Prof. Moulton in his 
"Introduction to Genesis," the covenant between 
God and the Chosen Nation. In tracing this, step by 

* These fandamental truths the present writer has sooffht to 
illustrate in the lessons of "The Kinderg-arten Sunday School," 
published by The Pilg-rim Press, Boston. 



/Danual tot XTeacbers 



step, we may show in a more connected way, that, 
"Whatsoever a man soweth that shall he also reap ;" 
but here one thought is involved in another, making 
this a more difficult plan. 

METHODS IN story-te:i.i:.ing. 

How great is the temptation in story-telling to 
pick out the moral, thrust it home, and "make the 
application!" How hard it is to have the divine 
patience to plant a seed, care for it, and not lay it 
bare, nor root it up ! But gradually we are learning 
that the constant laying bare of the heart-essence of 
any lesson destroys rather than quickens spiritual 
tendencies. The indirect method is the more 
effective. 

A story to be used in religious teaching should 
have the spiritual truth so thoroughly a part of itself 
that it will be felt in the very telling of the story 
(provided the teacher sees and feels it). And to 
have it felt should be our primary purpose. Mere 
intellectual knowledge without feeling is dangerous. 
The attention of the teacher is called to the preface 
of the text-book (page 2), where Prof. Moulton 
points out our duty in regard to these classic stories. 

spe;ciaIv aim. 

It may perhaps be helpful to suggest the special 
aim that a teacher might have in teaching any one 
lesson, beyond that of the general truth which is 
given above, and is always to be borne in mind. 



/iDanual tot XTeacbers 



This general truth is many-sided, and the purpose 
may be to touch one phase of it, or to bring out 
some particular truth that is in a single lesson. In 
the plan of each lesson the aim will therefore be 
given in words to the teacher, but will not be in- 
tended for use in words with the children. To se- 
lect one moral point and make a definite impression 
is far better than to attempt to impress many such 
in a more or less scattered way. 

MANNER OF PRESENTING A I.ESSON. 

There must, of necessity, be a choice as to the 
manner of presenting a lesson according to the sub- 
ject-matter and the aim to be reached through it. 
To illustrate: In teaching one lesson it might be 
excellent for the children to draw a picture of the 
substance of that lesson. The impression to be made 
would be deepened through expression and associa- 
tion : that is, by the child's actually working out the 
environment or the setting of the truth. But for 
another lesson this might prove the poorest plan 
possible. The subject might be entirely beyond the 
child's capabilities for this kind of expression. 

MATERIALS REQUIRED. 

The text-book for each pupil — Old Testament 
Stories, edited by Richard G. Moulton, Ph. D., 
blackboard and chalk, pencils, paper, pictures as sug- 
gested in the individual lessons. A few Old Testa- 
ment subjects can be obtained in the Perry and 



nDanual tor Ueacbers 



Brown prints. The Soule Art & Photograph Co. of 
Boston, Mass., can supply all in photograph copies, 
and the Clark Co. of Buffalo, some prints on cards. 
Work books for mounting and preserving work, 
made of colored paper with card-board covers, size 
9x11 inches, tied with colored cord. These can be 
obtained from the Winona Publishing Co., Chicago. 

pi,AN OF i,e:ssons. 

The course of lessons will cover two years of time 
— omitting the months of July and August. In the 
summer vacation it is well to take different and less 
connected lessons when schools are more or less 
broken up. While there are only sixty-eight lessons 
named below, six or eight Sundays in each year are 
needed for extra work on individual lessons or a 
group of lessons. Plans for some of these are sug- 
gested in the Manual, but the arrangement for others 
should be made by the teacher who will find out the 
need of his own class in relation to any one lesson. 

1. The Story of the Creation, Part I. 

2. The Story of the Creation, Part II. 

3. The Story of the Creation, Part III. 

4. The Temptation in the Garden of Eden. 

5. Cain and Abel. 

6. Noah and the Flood. 

7. The Call of Abraham. 

8. The Birth and Offering of Isaac. 

9. The Wooing of Rebecca. 

10. How Jacob Stole the Blessing. 



flDanual tor Ucacbcts 



11. Jacob and His Dream. 

12. Jacob and His Dream ; Continued. 

13. Joseph and His Brethren in Canaan. 

14. Joseph as a Slave in Egypt. 

15. From Slave to Prime Minister. 

16. Joseph and His Brethren in Egypt. 

17. Joseph and His Brethren in Egpyt; Con- 

tinued. 

18. The Journey of the Children of Israel into 

Egypt. 

19. The Baby Moses. 

20. The Ten Plagues of Egpyt. 

21. The Ten Plagues; Continued. 

22. Overthrow of the Egyptians at the Red Sea. 

23. The Song of Moses and Miriam. 

24. The Ten Commandments. 

25. The Witness of Balaam to Israel. 

26. The Passage of the Jordan, and Siege of 

Jericho. 
2y. How the Wily Gibeonltes Deceived Joshua. 

28. War of Deborah and Barak Against Sisera. 

29. Feats of Gideon in the Midianite War. 

30. Jephthah's Vow. 

31. Samson's Wedding Feast. 

32. The Jawbone of an Ass. 

33. Samson and Delilah. 

34. Death of Samson. 

35. Birth of Samuel. 

36. The Child Samuel Called to be a Prophet. 

37. Loss of the Ark and Death of Eli. 

38. The Return of the Ark. 

39. The Anointing of Saul. 

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40. The Rejection of Saul and Anointing of 
David. 

42. David and Goliath. 

43. How the Feud and the Friendship Began. 

44. The Escape by Night. 

45. The Secret Meeting of David and Jonathan. 

46. The Adventure of the Spear and Water- 

Cruse. 

47. The Battle of Gilboa. 

48. David and the Prophet Nathan. 

49. The Revolt of Absalom. 

50. The Wisdom of Solomon. 

51. Story of the Divided Kingdom. 

52. Elijah and the Prophets of Baal. 

53. Elijah in the Desert. 

54. The Story of Naboth's Vineyard. 

55. Ascent of Elijah to Heaven. 

56. The Shunamite's Son. 

57. Naaman and Gehazi. 

58. The Assyrian Army and the Prophet Isaiah. 

59. Josiah and the Finding of the Law. 

60. The Burning Fiery Furnace. 

61. The Dream of the Tree That Was Cut Down. 

62. Belshazzar's Feast. 

63. Daniel in the Den of Lions. 

64. How a Jewish Maiden Became a Queen. 

65. Haman's Wicked Plot and How it Was Over- 

thrown. 

66. Mordecai, Prime Minister of the Empire. 

67. How Nehemiah Rebuilt the Walls of Jerusa- 

lem. 

68. The Renewal of the Covenant Under Ezra. 

II 



THE STORY OF THE CREATION 
OF THE WORLD. 

PART I. 
Selections from Genesis, First Chapter. 

THIS lesson may be taught partly in story 
form, partly by questions. Let children shut 
their eyes and imagine no people, no animals, no 
grass, no light, — darkness everywhere. Little by 
little, all that we now have came upon the earth. 
Tell them this is the story of creation, the making 
of the world told by a man long, long ago. 

God said first, Let there be light, and God saw 
the light that it was good, and He divided the light 
from the darkness. Lead children to feel the 
blessing of light. Show a plant healthy and beauti- 
ful because kept in the light. Show another which 
you have kept for a week in a dark closet, and so 
has lost strength and color. Suggest that children 
experiment in the same way, that they may see that 
light is essential to fife and that it is the source of 
color. A "growing" potato in a dark cellar, with 
its white sprouts reaching toward the light, is an- 
other good illustration of this ; for if it grew in the 
garden they would be green. A prismatic glass put 
in the sunshine will give an idea of the many colors 
in the light. 

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Ask children what name God gave to the time 
during which it is Hght; and what He called the 
time of darkness. "And there was evening and 
there was morning, one day/' Let children think of 
the blessing of the night time for rest (a) for man, 
(b) for animals, (c) for plant life; illustrations of 
the need of change : Flowers which close at night ; 
flowers refreshed by dew; flowers scorched by too 
great heat of the sun; sensitive plants which open 
at night; showing the good of both darkness and' 
light. 

Have lettered on the blackboard: "God saw the 
light that it was good: and there was evening and 
there was morning, one day." Have these words 
previously covered and when ready for them remove 
the covering. 

At first there were great bodies of water, but no 
dry place in which things might grow, no place for 
man to live when the world should be ready for 
him. So God divided the waters. The sky and the 
space in which the wind blows and the birds fly, is 
called in the story the firmament, and God called the 
firmament heaven. The waters were down below, 
and the clouds which bring water to the earth were 
in the firmament above, "And there was evening and 
there was morning, a second day." 

Then God said. Let the waters under the heaven 
be gathered unto one place, and let the dry land ap- 
pear. And so the waters were separated. And 
God called the dry land Earth, and the gathering 
together of the waters He called seas. Let children 
tell of bodies of water familiar to them. If they 

13 



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know of small ones only, ask of those first and go 
on to the larger. Have a picture of land and water 
on one side of the blackboard. Lead the children to 
think of the earth, the ''ground" as they would say. 
Consider a few of the things that make it what it is. 
Have on a tray earth, sand, rocks, beautiful min- 
erals. All were not there at the beginning ; but dif- 
ferent things have mixed together, making many 
kinds of earth. If there is time the children may, 
with a little direction, show in the sand tray hills, 
mountains and valleys. 

Then read together the story from the text- 
book; the first three paragraphs and a half, to the 
words, "And God saw that it was good.". The 
teacher might read the harder part, the first para- 
graph, and the children join as far as they can. 
After hearing the story, told largely in the Bible 
words, they can read more than would be possible 
otherwise. The rhythmic element makes this read- 
ing attractive to the children. 

After the books are closed, distribute pencils and 
papers, and let children draw whatever they wish 
that is told of in these verses. Leave them entirely 
free as to the drawing, and collect papers for teach- 
ers' observation afterwards. 

Special aim : To deepen impression of the won- 
derful work of God, that reverence may be strength- 
ened and interest awakened; that children may see 
— as did God — "that it was good." 



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PART II. 
For Another Sunday. 

The latter part of the fourth paragraph will form 
the first part of this story for today, beginning, 
"And God said, Let the earth put forth grass," etc. 

Examples of vegetable life: Specimens of beau- 
tiful grass, "herb yielding seed," and "fruit wherein 
is the seed thereof" will be a good beginnmg for this 
lesson. After the dry earth appeared, plants of 
many kinds began to grow on the earth. Have the 
children take their books and read as far as the 
passage: "And there was evening and there was 
morning, a third day." Let them examine grains, 
such as oats or wheat in the stalk; seeds familiar 
and unfamiliar in the fruits, seeing, for instance, by 
the covering of the seeds how God has protected 
each. 

Lead the children to think why all plants have 
seed, thus showing the wonderful way in which 
they increased and still continue. Here is an oppor- 
tunity for a beautiful suggestion in regard to repro- 
duction. From a morning-glory vine, or a nastur- 
tium, they may see how, when the flower goes away, 
a little bag of seed is left behind from which other 
vines may grow. 

Ask about the uses of grass, flowers, vegetables, 
and fruit, for animals and man, suggesting to the 
children's thought the preparation of the world of 

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Manual tor XTeacbers 



beauty, and the provision made for "living crea- 
tures." 

Remind them of the creation of Hght; tell them 
how the story speaks now of the different lights of 
the firmament. Let the children name the greater 
light to rule the day and the lesser light to rule the 
night. Then read to them the fifth paragraph. 

Give cards on which are pictured the grass, etc., 
and the rays of sunlight shining down, or have blank 
cards and let the children paste on them a fern or 
wild flower. On either kind of card have the words 
lettered : *'And God saw that it was good." 

Special aim : Naturally the same as for the last 
lesson, with the addition that the children may see, 
not only the wonderful works of God, but some- 
thing of His wonderful plan, in the relationship of 
one thing to another and the consequent provision 
for all. In connection with this lesson, verses 7-9 
of the 147th Psalm will be helpful, either for read- 
ing or memorizing. Ask the class to bring for use 
the next Sunday pictures of animals that live in the 
sea, fly in the air, or walk on the ground. 



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/Manual for XTeacbers 



PART III. 
For a third Sunday. 

On the preceding Sunday the plan was made for 
the children to bring pictures of animals that live 
in the sea, fly in the air, or walk, or creep on the 
ground. These may now be arranged in four 
groups : 

1. The moving creature that lives in the sea. 

2. The fowl that flies above the earth. 

3. The cattle and the beast of the earth. 

4. The creeping thing that creepeth upon the 
earth. 

Tell the children how "there was evening, and 
there was morning, a fifth day," in which the first 
two came on the earth. Later the cattle, beasts and 
creeping things came, and God saw that it was good. 

Another suggestion about reproduction and the 
development of life, following that of last Sunday, 
may be helpful, if carefully made. At first there 
were a few animals of each kind, but God blessed 
them, and said there must be many on the earth. So 
there were families of animals. Where there had 
been just two birds, there were, by and by, the father 
and the mother and three or four little birds, and 
after a time these had little ones, and the number of 
birds grew larger and larger. 

2 17 



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When God saw that it was good, He said, Let us 
make man, and let him have charge, or dominion, 
over the fish of the sea, and the fowl of the air, and 
over the cattle and every creeping thing. So God 
made man and woman, and He said to them. Be- 
hold, I have given you every herb, and every tree, 
and these shall be for your food. And I have given 
you charge over all living creatures. 

Here suggestions may come as to caring for the 
animals. Ask the children if God, who made the 
animals and gave them to man, would like to have 
them meanly treated. Illustrate by something of 
their own making, trampled on or destroyed. Re- 
member again that the indirect method is better 
than the direct. A moral suggestion is better than 
a preachment. The more man shows love to the ani- 
mals, the more gentle and loving they become. Illus- 
trate : The bees' sting withheld from the keeper of 
a bee-hive ; a dog's devotion to his master ; the good 
feeling of a horse for his owner. A boy that has a 
pet animal has been given "dominion." Is he fit to 
be a master, if he forgets to feed the pet? 

In closing, read to, or with, the class the words, 
"And God saw everything that He had made," etc., 
including the last paragraph, telling how God 
blessed the seventh day as a day of rest. 

Special aim: To show man's responsibility for 
the animals. In the above illustrations the law of 
cause and effect will again be seen. 



i8 



THE TEMPTATION IN THE GAR- 
DEN OF EDEN. 

Selections from Genesis, Second Chapter. 

THIS is a story better told than read except as 
the children wish to read it themselves, or 
the teacher chooses only a part of it to be read. If 
possible, see Adler's story of the Garden of Eden 
in his ''Moral Instruction of Children/' and the 
same story in Miss Palmer's ''Sunday School Les- 
sons for Young Children." 

For some children these versions will be good; 
for those who can read the Bible they will not be 
sufficient. Then the story is better told largely as 
given there, including, e. g., the part about the ser- 
pent. Just as the mysteries and personification of 
the animals in the old Greek myths are received by 
the children, so the symbolic pictures of the Old 
Testament will be accepted by them. If a boy ques- 
tions as to the serpent, the teacher must follow his 
own judgment as to explanation, but it is quite pos- 
sible for a child to understand that the serpent may 
be just a word-picture which the writer uses to tell 
of the feeling of temptation that comes to all our 
hearts. 

Story : The Lord God made a garden and it was 
called Eden. And the Lord called to the man and 
woman and said: You may eat of all the trees in 

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/Danual tor Ucacbcvs 



the garden, except one. But of that tree you must 
not eat, for in the day that you eat of that one, you 
will surely die. Now, there was a serpent near-by, 
and he said to the woman, Hath God said. Ye shall 
not eat of any tree of the garden ? and the woman 
said to the serpent, We may eat of the fruit of the 
trees of the garden, but of the fruit of one tree in 
the midst of the garden God hath said. Ye shall 
not eat of it, lest ye die. Then the serpent said to 
the woman: Ye shall not surely die, for God 
knows that in the day ye eat of it, ye shall be as God, 
great and wise. Now, when the woman saw that 
the tree was good for food, that it was beautiful, 
and might make one wise, she took the fruit and did 
eat ; she gave also to her husband, and he did eat. 

After a time, in the cool of the evening they heard 
God call. And the man and his wife hid them- 
selves among the trees, — they were so much 
ashamed. And the Lord God called and said. 
Where art thou? And the man said, I heard 
Thy voice in the garden and I was afraid and I hid 
myself. Then God said, Hast thou eaten of the 
tree, of which I commanded thee not to eat? And 
the man said, The woman gave me of the tree and 
I did eat. And the Lord God said unto the woman, 
What is this thou hast done? And the woman 
said. The serpent tempted me and I did eat. Then 
the Lord God sent both Adam and his wife out of 
the garden of Eden, and to the woman He said, 
Sorrow shall come to thee and to thy children, 
and to Adam He said. Because thou hast followed 
thy wife and hast eaten of the tree, cursed is the 

20 



Aanual tot Ueacbeta 



ground for thy sake, thorns and thistles shall it 
bring forth to thee, and thou must work hard all the 
days of thy life to gain food to eat. So he drove 
them out of the garden. 

After telling the story, give to each child a pencil 
and paper on which he may answer the question 
asked on the blackboard. What happened after 
Adam and Eve disobeyed ? Let each one write down 
his own thought. These papers may be gathered up 
and the lesson ended, or if there is time the answers 
may be summed up on the blackboard, different 
children giving the substance of the thought as 
follows : 

1. They were afraid. 

2. They were ashamed. 

3. They lost their home. 

4. They had to work hard. 

Special aim : To show the result of disobedience 
as seen in the story. 



21 



CAIN AND ABEL. 

Genesis, Fourth Chapter. 

TELL first that the story for to-day is of two 
brothers; they each had work to do; one was 
a tiller of the ground, the other a keeper of sheep. 
Let children tell what these mean. Remind them 
of how Adam and those who lived after him had to 
work hard that the ground might bring forth food 
for them to eat. Can we today have corn, oats, and 
wheat, etc., unless some man takes care of them? 
Does not somebody have to care for the sheep, cows, 
horses, etc., if they are to be a help to us? It is 
only the wild animals, who live by themselves in the 
woods, who do not need man. Remind children of 
how God gave man charge over the animals, but 
some of them are not yet tamed. 

In those days when Cain and Abel lived, there 
were no houses, no churches. In the earliest times 
people lived much out of doors, sleeping in caves, 
or holes in the large rocks; later they made them- 
selves tents. Often when they prayed, and wished 
that God would forgive the wrong they had done, 
and bless them, they would bring something of their 
own and put it on an altar. The first altars were 
made of stones piled together (illustrate on black- 
board). Often they brought an animal, or some 
part of it, or something grown from the ground. 

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/©anual tor Ueacbers 



They would lay this on the stones and burn it, to 
show they were ready to give it up, to please God. 
This was called a burnt offering. 

Following such an introduction read the story 
from the book, bringing out the action in it as much 
as possible. Let children ask about anything they 
do not understand. Explain how Abel's offering 
was accepted or "respected," i. e., thought well of; 
how Cain was jealous because he thought the Lord 
liked Abel's better than his, but the Lord told Cain 
his offering would be accepted if he did well, — ^but 
he was making believe and sinning all the time. 

Then give out papers outlined thus for the chil- 
dren to fill in: 



The one man. 



Name ? 

Work? 

Offering ? 

Why accepted ? 

The other man. 

Name ? 

Work? 

Offering ? 

Why not accepted ? 

If the children are too young to write answers, 
have the above on the blackboard and fill m the an- 
swers as they tell them. In any case, have the fol- 
lowing question there: What did jealous feeling 

23 



Aanual tor XTeacbets 



bring to Cain? And lead the children to the an- 
swers : Anger, deceit, failure, loss of home. 

Special aim: To show how one sin leads to an- 
other. 

All memorize : "If thou doest well shalt thou not 
be accepted ? And if thou doest not well, sin couch- 
eth at the door." (Explain coucheth: "Like a wild 
beast crouching down, waiting to spring on thee, and 
master thee who wouldst master it." Geikie.) 

Do not leave the memorizing to be done altogether 
at home. Let it be done sometimes in this way : All 
read from the blackboard; then individual children 
read ; all read from the books ; close books and turn 
blackboard, then all recite with teacher; shut eyes 
and recite without teacher; individual children re- 
cite, and again all together. 



M 



NOAH AND THE FLOOD. 

Selections from Genesis, Sixth, Seventh, Eighth and 
Ninth Chapters. 

INTRODUCE the lesson thus: Many families 
had grown up on the earth, until there were a 
great many people living near together; one man, 
Noah, was a righteous man, — one who did right and 
"walked with God." The others were very bad, and 
when God saw the earth it was corrupt ( for man had 
corrupted it — made it bad). Then God said to 
Noah, I will destroy all these people, for the earth 
is filled with their wickedness. 

Read from the book what God told Noah to do, 
continuing to the bottom of page 14. Talk a little 
of the ark, made of gopher wood, a wood which 
comes from a tree growing in that country and full 
of pitch and resin. Why was the ark covered within 
and without with pitch ? Give an idea of the size of 
three hundred, fifty and thirty cubits (about five 
hundred, eighty, and fifty feet), by comparison with 
some building or ground, familiar to the children. 
If a true model or picture can be obtained, it will be 
helpful. Do not use the incorrect, miniature ones 
so often to be found. 

Tell or read of the beginning of the flood, and the 
going to the ark. Use the language of Scripture 
whenever it is possible for the children to compre- 

25 



/iDanual tor Ueacbers 



hend the general sense. Be sure and give these 
words^ "And God remembered Noah and every Hv- 
ing thing, and all the cattle that were with him in the 
ark." The rest of the beautiful story needs only a 
little abbreviation in the telling. The teacher may 
gain inspiration and suggestion for this story and 
the next from "Old Stories of the East," by James 
Baldwin. 

Special aim : 

1. Destruction follows sin. 

2. God's saving mercy — 

(a) Over the righteous. 

(b) Over every living creature. 

Let all read together the last paragraph of the ac- 
count. Give each child a card on which is outlined 
the form of a rainbow, which may be colored at 
home. Underneath the rainbow have the words 
written, "It shall come to pass when I bring a cloud 
over the earth, that the bow shall be seen in the 
cloud, and I will remember my covenant which is 
between me and you and every living creature of all 
flesh ; and the water shall no more become a flood 
to destroy all flesh." 

Time may be saved in the preparation of such 
cards by making one good copy, from which a num- 
ber can be taken off on the hectograph or mimeo- 
graph. 

The picture of the "Return of the Dove," by Op- 
penheim, is a beautiful one. (Soule's collection; 
also Clark's; in small card size.) 

26 



THE CALL OF ABRAHAM. 

Selections from Genesis, Twelfth and Seventeenth 

Chapters, 

A DESCRIPTIVE background will be needed 
for this lesson to make it interesting to the 
children. Long years after the flood there lived a 
Chief who was very rich. His name was Abram. 
He lived with his father in a country far away, 
where the rich men lived in tents, and had large 
flocks of sheep, and herds of cattle and many camels. 
Abram had many men-servants and maid-servants 
whose families lived in the tents round about, and all 
belonged to the great master who was like a father 
to them. 

When he was seventy-five years old he heard a 
Voice saying, ''Get thee out of thy country and from 
thy kindred, and from thy father's house unto the 
land that I will shew thee,' and Abraham knew it was 
the voice of God. And the Lord said to Abram, I will 
make of thee a great nation and I will bless thee. 
So Abram went as the Lord told him. He took 
Sarah his wife, and gathered together his household 
and all his goods to go into the land of Canaan, the 
land of promise. They travelled for a long time, 
riding on their camels when they journeyed, and 
dwelling in tents when they stopped on their way. 
Sometimes they stayed in one place for a year ; again 

27 



jflDanual tot XTeacbcts 



they would encamp by the side of a river that they 
might have water for the sheep and cattle. Pictures 
of camels, tents, etc., will add interest. Also, 
"Abram journeying into the land of Canaan," by 
Dore. (Soule Photograph Co.) (With some classes 
it may be well to make a line on the blackboard in- 
dicating his old home, Ur of the Chaldees, the 
journey from Haran to Shechem and Bethel and 
finally to the home in Hebron.) 

At last they came to Canaan, and God said, "This 
is the land which I promise to you, and to your chil- 
dren." Here the people settled and put up their 
tents, making a little village, for there were, at least, 
twelve hundred of Abram's people with him. If this 
is illustrated in the sand tray the life of the times 
will be made realistic to the children. 

Abram was so glad to reach this good land that 
he built an altar of stones, and offered a burnt offer- 
ing to God. (A burnt offering was explained in 
the lesson on Cain and Abel.) 

Again, one day, Abram heard the voice of God 
saying: I am God Almighty, walk before me and 
be thou perfect. I will make my covenant (promise) 
between me and thee, and thou shalt be the father 
of many people. Thy name shall not be called 
Abram any more, but thy name shall be Abraham, 
for that word means Father of a multitude. Still 
Abraham had no children, and he wondered how 
God's promise would come true. But Abraham 
believed and obeyed God, and so, long after that, he 
was called the Friend of God. 



28 



/IDanual tot XCeacbers 



A part of the Scripture passage may be memor- 
ized ; the first part is the simpler, and will fix in the 
children's mind God's covenant and Abraham's 
obedience, which must be the aim in this lesson 
teaching. 



29 



THE BIRTH AND OFFERING OF 

ISAAC. 

Selections from Genesis, Eighteenth and Twenty- 
second Chapters. 

HKRK is a story which needs shortening and 
is therefore better told than read. All the 
vivid dramatic action needs to be retained, but cer- 
tain sentences may be wisely omitted. 

In considering Abraham's life in the last lesson, 
preparation for this one was made by familiarizing 
the children with certain customs of the time: the 
fashion of travelling, and living, the offering of 
burnt offerings on the altars, etc., so that now the 
story need not be spoiled, nor its effect lessened by 
interruption for many explanations. 

Story: Abraham was sitting at his tent door, 
one day, under the oak tree. Suddenly, he looked 
up and saw three men standing near. When he 
saw them he ran to them and bowed himself to the 
earth, and said. Pass not away from thy servant; 
let a little water be fetched and wash your feet (this 
Eastern custom had better be explained, telling of 
sandal wearing instead of shoes), and rest your- 
selves under the tree, and I will fetch you some 
bread. Abraham hastened into the tent and said to 
Sarah, Make ready some cakes. Then he ran to the 
herd and fetched a calf, tender and good, and gave 

30 



/Manual tor XTeacbers 



it to the servant ; and he hurried to prepare it. And 
he took butter and milk and the veal which he had 
prepared and set it before them; and he stood by 
them under the tree and they did eat. And they said 
unto him, Where is Sarah thy wife? And he said, 
Behold in the tent. And one of them said, See ! 
Sarah thy wife shall have a son. And Sarah heard 
in the tent door, which was behind Abraham. Now 
Abraham and Sarah were very old, and Sarah 
laughed to herself. And the Lord said unto Abra- 
ham, Why did Sarah laugh, saying. Shall I, who am 
old, have a child? Is anything too hard for the 
Lord? Surely when the right time comes, Sarah 
shall have a son. Then Sarah denied saying, I 
laughed not ; for she was afraid. And he said. Nay : 
but thou didst laugh. And the Lord did as he had 
spoken. A son was given to Abraham and Sarah, 
and they called him Isaac. Abraham was an hun- 
dred years old when his son Isaac was born. And 
Sarah said, God hath made me to laugh — or be glad 
— everyone that heareth will laugh with me. 

And it came to pass one day that God did prove 
Abraham, and said unto him, Abraham ; and he said, 
Here am I. Then God said. Take now thy son, etc. 
(give the rest of the story just as it is found in 
Moulton). 

Have on the blackboard the words : *'I will bless 
thee because thou hast obeyed my voice." We see 
here again the law of cause and effect. Special 
aim : To show that the path of obedience is the path 
of blessing. 

If considered best to impress this point beyond the 

31 



/iDanual tor XTcacbers 



impression that the story leaves, it may be helpful to 
follow this thought: "The hardest way is often the 
good way." Illustrations: Two pathways; one 
easy and beautiful, the other hard to climb. The 
latter was the good one, for the mother and her 
little child were seeking the home on the top of the 
mountain. Two pathways : One a short road which 
looked as if it would take but a few minutes to 
travel ; the other long and winding ; but the sign on 
a post told the traveller, This is the way. Afterwards 
he found the short road was full of holes and mud. 

Give cards on which the words of the text placed 
on the blackboard are printed in such a way that the 
letters may be colored with crayon pencil, or water 
color paint by the children for work at home. 

The picture "The Trial of Abraham's Faith," by 
Dore (Soule collection of photographs.) will be sug- 
gestive. 



32 



THE WOOING OF REBEKAH. 

Genesis, Twenty-fourth Chapter. 

THE Lord had blessed Abraham in all things. 
This is the first word and the first thought of 
this lesson. 

Recall how Abraham had left his own land and 
gone into a strange country. In this place where he 
dwelt were a people called the Canaanites. Illustrate 
how a small number of one nationality may live 
among a larger number of another : e. g., the colored 
people or the Chinese among the Americans. De- 
scribe how Abraham had settled in Canaan ; how the 
men round about had been friendly to him ; how he 
had become great, with more flocks and herds, more 
silver and gold, than he had before — all because the 
Lord had blessed him greatly (see Gen. 24:35). 

And now Abraham is old and he calls his servant 
to him, who was ''ruler over all he had." Tell the 
story which follows in the book, or let the children 
tell it, according to the divisions given below. Put 
these on the blackboard : 

1. The talk of Abraham with his servant. 

2. The servant's journey. 

3. The servant's prayer. 

4. The meeting of the servant and Rebekah. 

5. The man's thanksgiving. 

3 33 



/iDanual tot Ueacbers 



6. His welcome and stay at Rebekah's home. 

7. The journey home to Canaan. 

It will be interesting to have a picture of a well, 
showing how the women draw the water, and a 
picture also of camels and of the way people trav- 
elled. For some classes the latter may be shown 
with sand. ''Rebekah at the well," by Elmore, is one 
good picture to use in this connection; ''Rebekah," 
by Goodall is especially beautiful (the former is in 
the Clark collection ; both are in Soule's). 

Special aim: Obedience the path of blessing, to 
Abraham, to his servant. Make this definite to the 
children by gaining answers to the following ques- 
tions : 

Abraham obeyed and was blessed, — how ? 

His servant obeyed and was blessed, — how ? 



34 



HOW JACOB STOLE THE BLESS- 
ING FROM HIS BROTHER. 

Genesis, Twenty-seventh Chapter. 

CONSIDERING the length of this story, and 
the action to be described, it had better be 
told ; but the arrangement and form in the book can 
be followed so nearly that it is unnecessary to write 
the account here. Tell that Isaac had two sons, 
Esau and Jacob ; that Esau was a hunter and Jacob 
a keeper of sheep. These occupations are now 
familiar to the children. This is all that is needed 
as a connecting link with the past work and the 
present. 

Carry to-day's lesson as far as the words, "Why 
should I be bereaved of you both in one day?" To 
make the story vivid the teacher needs to see clearly 
the different actions: 

1. Isaac's word to Esau. 

2. Esau's going out to hunt. 

3. Rebekah's telling Jacob. 

4. Jacob's going and his return. 

5. Jacob's meeting his father Isaac. 

6. The blessing. 

7. Esau's return and sorrow. 

8. Jacob's leaving home. 



35 



/iDanual tot XTcacbets 



Pictures : ''Isaac blessing Jacob," by Dore. "Isaac 
blessing Esau and Jacob," by Rembrandt (both are 
in the Perry collection). 

Special aim : To show the trouble that came from 
deceit. God's punishment is always the natural out- 
come. 

1. Esau's hatred. 

2. The mother's fear. 

3. The mother had to lose Jacob. 

4. Jacob had to leave home. 

These four results may be put on the blackboard, 
or the class may tell them in writing or give them 
orally through question and answer. The choice of 
method must often depend on the success of any 
one way with a particular group of children, and 
also the need of variety. Whenever it is possible let 
the children do something. If they cannot write 
readily they may have cardboard letters to arrange, 
giving the answers as shown on the blackboard. 
Telling in this way, instead of orally, often leads to 
a more lasting impression. 



36 



JACOB'S JOURNEY AND DREAM. 

Genesis, Twenty-eighth Chapter. 

THIS is a beautiful lesson to picture on the 
blackboard: marking, i. The journey from 
Beersheba to Haran. 2. The resting place at night. 
3. The stone for a pillow. 4. The ladder from earth 
to heaven. 

The passage from the words, ''Behold the Lord," 
etc., to ''I will surely give the tenth unto thee," is 
one of those chosen for memorizing as a part of the 
year's work. So after the introductory story with 
the help of the above picture, give the lesson time 
to learning these words. This, if done in the right 
way, will be thoroughly enjoyed by the children as 
a change from the preceding lessons. In the story- 
telling emphasize how much alone Jacob is; far 
from home because of his wrongdoing. 

Then read the whole passage. Then recite to- 
gether God's promise as it came to Jacob in his 
dream (recite in the different ways previously sug- 
gested on page 24). Recite next, Jacob's waking 
and what he did. Lastly, Jacob's vow. Let the chil- 
dren take home their books to-day for more perfect 
memorizing of this passage. Such words as "pillar," 
"tenth," "raiment," will need explanation. Write 
pillar on blackboard; ask what it means. For clear 
appreciation of "tenth" divide a piece of paper into 
ten parts. 

37 



jfiDanual tor Ueacbcrs 



On large cards to be hung on the Sunday school 
wall may be written God's promise and Jacob's 
promise. Each child may be given a lettered card 
with the words: 

"Behold I am with thee, and will keep thee, 
whithersoever thou goest." Special aim: (a) To 
show God's faithfulness, and Jacob's desire to live 
a better life because of it. (b) To impress these 
beautiful words indelibly on the children's minds 
and hearts. 

JACOB'S DRKAM (CONTINUED). 

Half of the time to-day may be given to a review 
of the last lesson by letting each child make a picture 
of it from memory. This is suggested not solely for 
the sake of this particular review, but as a test of 
what can be done in this direction, and because it 
will aid in the memorizing of the passage assigned 
last Sunday. The fact, too, that a picture was given 
then makes this a good opportunity to experiment 
in this way (of course that picture will not be seen 
now). 

The latter half of the time might better be devoted 
to the recitation of the passages by groups ; by boys, 
by girls, then altogether, and again individually. 

The aim will be that of last week. 



38 



JOSEPH AND HIS BRETHREN IN 

CANAAN. 

Genesis, Thirty-seventh Chapter. 

BEFORE beginning the story of Joseph, which 
will occupy several weeks, a little connection 
with the past and introduction to the new work will 
be needed. For many years after his dream Jacob 
lived far away in his Uncle Laban's home, but now 
he is at the old home again in Canaan. God told him 
to go back. Esau has forgiven him ; Jacob has 
brought home his children and large flocks of sheep ; 
Joseph and Benjamin are the youngest two boys, 
and there are ten other brothers. 

Jacob has another name, Israel, and in the Bible 
story he is now often called Israel. 

One day after they were all settled at Canaan, 
Joseph went out with his brothers, and the story tells 
what happened. Read the whole of the division en- 
titled, Joseph and his brethren in Canaan. It will 
not need any addition and hardly a word of ex- 
planation, if read with that dramatic force which 
brings a vivid picture before the children. The 
teacher must see it, feel it, make it his own before- 
hand, for it to be effective. 

Let us look carefully and see that for some chil- 
dren a little conversation about "sheaves," "obei- 
sance," or the sentence, "that he might deliver him 

39 



HDanual for Ueacbers 



out of their hand, and restore him to his father," or, 
again, "What profit is it if we slay our brother and 
conceal his blood," may make the story more clear. 

The moral will be felt throughout: it does not 
need to be talked about. The result of the wrong- 
doing will be shown in the rest of the story. There 
is perhaps no other that shows more forcibly that 
''whatsoever a man soweth that shall he also reap." 

The special aim must be to bring out in the telling 
the various conditions of wrong: the father's par- 
tiality, the brothers' envy and hatred, the plan of 
deceit and gain, and then the selfish grief of Reuben, 
and the sorrow of the father. 

Two plans of work may now be suggested for the 
children. They will, we think, be sufficiently inter- 
ested to do some work at home. Let them either 
write the story of to-day, or make three pictures of 

1. Joseph's dream. 

2. Joseph with his brothers at Dothan. 

3. The brothers coming back to Jacob, 

and bring back the papers next Sunday. Choose for 
them, or let them choose. It is well to give the choice 
sometimes. We find out which is preferred, and the 
children feel more freedom and responsibility. 



40 



JOSEPH AS A SLAVE IN EGYPT. 

Selections from Genesis, Thirty-ninth and Fortieth 

Chapters. 

MAKE a line on the blackboard indicating how 
the Ishmaelites brought Joseph from Canaan 
down into Egypt, printing the names of the places. 
There they found Potiphar (write on blackboard), 
captain of the guard (explain), and they sold Joseph 
to him. 

And the Lord was with Joseph and made all that 
he did to prosper in his hand. And his master saw 
that the Lord was with him, and Potiphar made him 
overseer over his house. ( Put on the blackboard, 
Joseph, a slave; Joseph, an overseer.) Then the 
Lord blessed the Egyptian's house for Joseph's sake ; 
the blessing of the Lord was upon all he had in the 
house and in the field. And Potiphar left all he had 
in Joseph's hand. 

But, after a time Joseph was falsely accused by 
Potiphar's wife of doing wrong and of being un- 
faithful to his master. Potiphar believed his wife 
and was very angry v/ith Joseph and cast him into 
prison. (Put on blackboard, Joseph, a prisoner.) 
But the Lord was with Joseph, and showed kindness 
unto him, and gave him favor in the sight of the 
keeper of the prison. And the keeper of the prison 
gave Joseph the care of all the prisoners that were 

41 



/Danual tot Ueacbers 



in the prison. He did not look after anything that 
was in Joseph's hand, because the Lord was with 
him, and that which he did the Lord made it to pros- 
per. 

It came to pass after these things that the butler of 
the king of Egypt, and his baker made their lord the 
king of Egypt very angry. Pharaoh the king put 
them in prison in the same place where Joseph was 
a prisoner. And they dreamed a dream, each of 
them in one night. Joseph asked them in the morn- 
ing, Why look ye so sadly to-day? And they said, 
We have dreamed a dream and there is no one to 
tell us what it means. Joseph said to them, God will 
give the meaning; tell me the dream. Continue the 
story as given in Moulton, page 41, with slight ab- 
breviations as above. 

Special aim : Let the story show the consequences 
of good and evil ; the blessing on Joseph because he 
did the right; his suffering for a time because of 
the wrong-doing of others. 

The children will naturally be eager now to know 
what happened next. Give them the books to read 
the next division before the following Sunday. Tell 
them to be rea,dy to give you the story. It is wise 
always to awaken interest before asking for the 
preparation of a lesson. With the children of this 
age we shall in any case wisely ask for this only 
occasionally. In day school primary grades they 
are not expected to study at home. 



42 



FROM SLAVE TO PRIME MIN- 
ISTER. 

Genesis, Forty -first Chapter. 

TO-DAY the children are to tell the story as far 
as they can. Let one tell a part, then another, 
and another, taking the teacher's place, that the at- 
tention of the rest may be held, and they note 
whether each tells the right thing. Thus they may 
help one another. 

Select and group the leading points, e. g. : 

Seven fat kine. 

Seven lean kine. 

Seven good ears of corn. 

Seven thin ears of corn. 

Pharaoh and all the wise men. 

The butler and his story. 

Pharaoh telling the dream to Joseph. 

The interpretation (meaning). 

What Joseph thinks best. 

What Pharaoh decides. 

These may all be written on the blackboard, or 
teacher, or children if in good control, may make 
pictures of the first four. At the end of the story 



A3 



/iDanual tor XTeacbers 



the following may be written in a line with the 
points noted above : 

Seven years of plenty. 

Seven years of famine. 

Could not give the interpretation. 

Remembered Joseph. 

"God shall give Pharaoh an answer of peace." 

To save food in the years of plenty. 

To make Joseph prime minister. 

(The man next to the king, who helps govern 
and take care of things.) 

Special aim : To show the reward that came to 
Joseph for doing the best he could. 

Have stylographed on a white cloth or lettered on 
cardboard, and hung up before the children, the 
words of the first Psalm. Have on one-half of the 
sheet, these words as a heading. The man who does 
right ; underneath these, the first three verses of the 
Psalm ; on the opposite half of the sheet. The man 
who does wrong, and the last three verses. Tell the 
class that these verses are found in another part of 
the Bible. There will be time, probably, for refer- 
ence to only the first part to-day. After reading the 
whole of this, explain that it tells of the man who 
does not do what the wicked urge, who does not stay 
with those who do wrong, etc., and ask if this is a 
true story of Joseph. As such it has a place here. 
Begin to commit to memory, continuing this later. 
Cards may be given to each child to take home, if it 
is possible to arrange for these. Cardboard folded 
like a book will admit of the arrangement of the 



44 



/IDanual tor TTeacbers 



Psalm as suggested above. Colored cardboard with 
gilt, or any water-color paint, used for the lettering, 
will delight the children and help forward the 
memorizing. 

"Joseph interpreting Pharaoh's dream," by Dore, 
may be used with this lesson. (Soule collection.) 



45 



JOSEPH AND HIS BRETHREN IN 

EGYPT. 

Genesis, Forty-iirst and Forty-second Chapters. 

BEFORE the story to-day, spend five minutes in 
the recitation of the first Psalm. It is so long 
a story that it must be divided and yet it is so in- 
tensely interesting that it will be hard to do so. Go 
as far as the last paragraph in Moulton, page 51. 

Here is a beautiful opportunity for several word 
pictures : 

1. The seven years of plenty gone. Famine in all 

the land around Egypt. Plenty of food 
there. People coming to buy corn in Egypt. 

2. The old man Jacob in his home. The ten 

brethren and Benjamin. 

3. The coming of the ten brothers to Joseph. 

"Joseph knew his brethren but they knew 
not him." His conversation with them. 

4. The trouble of the brothers because of their 

sin of long ago. Their fear of punishmenL 

5. Joseph's command to fill their sacks with corn, 

and put money in each man's sack. The 
finding of the money by one of them, and 
the fear of all. 

6. Their return to the old father; again "they 

were afraid." Jacob's fear and sorrow. 

46 



/iDanual tot XTeacbers 



7. Judah's pleading and Jacob's plan for the 

second journey. 

8. "And they stood before Joseph." **And the 

men were afraid." Joseph's word: ''Peace 
be to you, fear not." 

Make these different word pictures distinct, lead- 
ing the children, step by step, to see the whole. 

The particular truth must be felt all the way 
through : Sin always brings fear. 

If the story has been really pictured to the chil- 
dren, they must be eager for more. Let them take 
the books home and read to the end of that division. 
Now there is a golden opportunity for ''home study" 
and for increasing the child's love to read the Bible. 
The home people may read too, where the child can- 
not do so alone. 



jos:^ph and his br:ethren in kgypt 

(continue:d). 

Genesis, Potty-third, Forty-fourth and Forty-fifth 

Chapters. 

Some of the children will be eager to tell what 
they have found out by their reading since last Sun- 
day. In case others have not read the story, the 
teacher needs to gather up and make strong the 
leading parts. 

Following close after that of last Sunday, is the 
making ready of the present for Joseph, the inquiry 
about the father, and the weeping of Joseph in 

47 



/iDanual tor Ueacbers 



secret. Then the meal with the brothers, after which 
Joseph secretly commands that his cup be hidden in 
Benjamin's sack; orders the search for it after they 
had started on the homeward journey and they re- 
turn in great grief because of Benjamin. 

Then comes Judah's prayer to Joseph that he may 
stay as slave instead of Benjamin, and then the 
simple, beautiful picture of Joseph's making himself 
known to his brethren, his message to his father and 
the journey home. 

Special truth : All things work together for good 
to them that love God — follow after God. (*'It was 
not you that sent me hither, but God.") This will 
shine out in the story if the teacher himself feels it. 

End the work of to-day with saying the first 
Psalm. 



48 



THE JOURNEY OF THE CHIL- 
DREN OF ISRAEL INTO 
EGYPT. 

Selections from Genesis, Party -fifth and Forty- 
seventh Chapters. 

AFTER talking of the brothers' return to Jacob, 
and the old man's gladness, remind the chil- 
dren of God's covenant to Abraham, Isaac, and 
Jacob, that their sons should be many on the earth 
and should possess the land of Canaan. Then tell 
how, after Jacob began his journey to Egypt, God 
spoke to him and said, Jacob, Jacob, and again 
promised to be with him. Read the promise, and 
then let the children tell of the journey. Let them 
look at their books and answer such questions as 
these: How did these people go from Canaan to 
Egypt ? What happened when they reached Goshen ? 
What did Joseph tell Pharaoh? What did Pharaoh 
ask and the brothers answer? What did Pharaoh 
tell Joseph ? Then tell of the old father coming be- 
fore the great king. 

The special truth is the same as last week. To-day 
give these words. All things work together for good 
to them that love God. Ask the children if this was 
true for Jacob and Joseph, and the brethren. When 
they did right, did good come to them? If they 
think so, all may say the words together. The aim 
4 49 



/Danual tor XTeacbers 



is to let the children have an actual experience of 
the truth through what is presented, instead of 
preaching it to them out of an adult experience. 

If there is time, slips of paper may be given to 
the children on each of which are lettered the name 
of some Bible character now familiar to them: 
Adam, Eve, Cain, Abel, Noah, Abraham, Isaac, 
Esau, Jacob, Joseph, and the brothers. Let them 
select those who "belong" to the wall card bearing 
the first part of the Psalm, with the heading, "The 
man who does right." Those selected correctly 
might be pinned on the card. This may be reserved 
for a separate Sunday's work if thought best. 



50 



THE BABY MOSES. 

Bxodus, first and Second Chapters. 

WITH some classes of children it will be well 
to refer to the books of the Bible from which 
the stories are taken ; to point out how all the stories 
we have had so far are in the book of Genesis, which 
means the book of beginnings. Note the different 
beginnings: (i) the creation; (2) the first home 
and people ; ( 3 ) the old fathers, Abraham, Isaac, 
and Jacob, whose sons dwelt in Egypt from Joseph's 
time. Remind the children of Jacob's other name, 
Israel ; of his twelve sons and their home in Goshen, 
and how when their children grew up they had 
homes of their own, so that there were many families 
instead of one, until by and by there were a very 
large number of them. They were called the Chil- 
dren of Israel, or the Israelites. In this new book, 
called Exodus, we have stories about these people. 

With groups of children, with whom it may not 
be well to consider the books and their names, the 
story may be begun under the above third point, and 
thus the connecting link with the last story and 
that of to-day be made. When the Israelites first 
lived in Egypt they were strong and brave, but they 
had too many good things, and grew lazy ; then they 
grew weak and timid. Nearly four hundred years 
had gone by since Joseph lived, and now a new king 

51 



/iDanual tor ITeacbcrs 



who did not know Joseph ruled the land. He said 
to the people, the Egyptians, the Israelites are more 
in number and mightier than we, and if there should 
be a war, they might join our enemies and fight 
against us. Let us force them to work, and they 
shall be our slaves. So the poor Israelites were badly 
treated, and great burdens were put upon them. But 
still the people increased in numbers and spread 
abroad through the land. At last, one day, the king 
ordered that every boy baby that was born should 
be put to death. If there were no more boys to grow 
up to be men, there would not be as many Israelites 
by and by. 

The teacher will, very likely, find the account as 
given in ''Old Stories of the East" suggestive ; at 
least, in part. The story of the hiding of Moses 
and his wonderful preservation is so simple and so 
beautiful that it needs hardly to be dwelt upon here. 
Miss Palmer's Outlines gives this story in most 
helpful form for the younger children. 

Special aim : The readiness of Miriam. She 
watched, and so she saw what the princess did. She 
was ready to speak, and so the mother was chosen 
nurse. Here we see again the natural consequences 
of right doing. 

Later the children will see how Moses was es- 
pecially needed to help his people, and so he was 
especially saved. 

The pictures by Hensel and Delaroche are very 
attractive. They do not represent the ark of bul- 
rushes accurately, as it was probably made with a 



52 



/iDanual tor Ueacbers 



cover, but they will impress the main features of the 
story. It will be nice if each child can have a copy 
of one of these pictures to take home. It may be 
already mounted, or the mounting may be done in 
Sunday school. 



53 



THE TEN PLAGUES OF EGYPT. 

Bxodus, Seventh, Eighth, and Ninth Chapters. 

INTRODUCE to-day's work thus: For long 
years, after Moses was a baby, the Israehtes 
were badly treated by the Egyptians. It seemed as 
if God had forgotten His promise made to their 
fathers, that they should be a great nation. Moses 
when he grew to be a man wished he could help his 
people. At last the time came. Have children look 
at the books and find out how old Moses was then 
(explain fourscore). Ask the following questions, 
allowing children to look at their books; and as 
soon as any one knows the answer, let him tell it, 
or come and write it on the blackboard : — Who was 
with Moses? Who spoke to Moses? What was 
Moses told to do ? Call on the more backward ones 
for some answers, that they may make an effort to 
work. 

Then tell what follows, in story form. The ac- 
count may be simplified and shortened thus : Moses 
and Aaron went to Pharaoh. They did as the Lord 
told them and Aaron cast down his rod before 
Pharaoh, and it became a serpent. (The picture, 
"Moses and Aaron before Pharaoh," by Dore, may 
be shown. Soule collection). Then Pharaoh called 
for his wise men, and they cast down their rods and 
they became serpents ; but Aaron's rod swallowed up 

54 



/IDanual tor Xleacbcrs 



their rods. And Pharaoh's heart was hardened so 
that he would not Hsten to Moses and Aaron. The 
Lord said to Moses, Pharaoh's heart is stubborn, he 
refuses to let the people go. Go to him in the morn- 
ing and take the rod which was turned into a serpent 
in your hand. Then say to him, The Lord sent me 
to say, Let my people go, that they may serve me in 
the wilderness ; and you have not listened. Now you 
shall know that I am the Lord: the waters in the 
rivers shall be turned into blood, the fish shall die 
and the Egyptians shall have no water to drink. And 
the Lord said to Moses, Tell Aaron to take his rod 
and stretch his hand over the waters of Egypt, over 
the rivers, the streams, the pools and the ponds, and 
there shall be blood all over the land. Moses and 
Aaron did as the Lord told them and the Egyptians 
had no water to drink. Seven days went by, and 
still Pharaoh would not listen. Then the Lord said 
to Moses : Go to Pharaoh and say. Thus saith the 
Lord: Let my people go; but if you refuse, I will 
bring frogs into the river and they shall go into your 
house, and upon your bed and into the houses of 
your people. And so it was, when Aaron stretched 
his rod over the waters, frogs came up and covered 
the land of Egypt. Then Pharaoh called for Moses 
and Aaron and said, Pray the Lord that He take 
away the frogs from me and my people and I will 
let the people go. Then Moses said. It shall be, that 
you may know that there is none like unto the Lord 
our God. And Moses cried unto the Lord, and the 
frogs died out of the houses and the fields and they 
gathered them in heaps and the land smelled very 

55 



/IDanual tor Xleacbers 



bad. But when Pharaoh saw they were gone, he 
hardened his heart and would not let the people go. 
Now the Lord said to Moses, Tell Aaron to stretch 
out his rod over the dust of the earth that it may be- 
come lice, and he did so, and all the dust of the earth 
became lice, through all the land. Then the wise 
men of Egypt tried to bring forth lice but they could 
not. And there were lice upon man and beast. The 
wise men spoke to Pharaoh and said. This is God's 
doing, but still Pharaoh would not listen. Again the 
Lord said. Go tell Pharaoh let my people go ; but if 
you will not let them go, I will send flies, swarms of 
flies upon you and your people. But there shall be 
no flies in the land of Goshen where my people dwell, 
so that you may know that I am the Lord. This 
shall be done to-morrow. And the Lord did so. The 
flies were everywhere in Egypt. Then Pharaoh 
said, You may go and worship and sacrifice to your 
God in this land. No, said Moses, not in this land ; 
we will go three days' journey into the wilderness 
and there we will sacrifice. And Pharaoh said, I 
will let you go, — only ye shall not go very far away. 
Now pray for me. Moses said, I will, only let not 
Pharaoh be deceitful any more. Then the Lord did 
as Moses asked, and there was not one fly left. But 
this time also, Pharaoh did not let the people go. 
The next time the Lord sent a sickness of dreadful 
sores upon all the cattle, the horses, the asses and the 
flocks. All the cattle of Egypt died. Pharaoh sent 
and found that not one of the cattle of the Israelites 
died. But Pharaoh's heart was stubborn. 

The story is a long one. The above is given as 

56 



/©anual toe Ueacbers 



an abbreviation of the Scripture account. There will 
be time for nothing more. But the children will be 
eager for what came next. Let them take the books 
home and find out about the other five plagues, be- 
ginning on page 80. Ask that they be ready next 
Sunday to tell of the other five plagues. (In cases 
where children cannot read alone, encourage their 
asking the help of parents.) 

Special aim : The miraculous will of course absorb 
the children's attention very largely, but through all, 
the evil of stubbornness may stand out clearly. Be- 
cause Pharaoh was stubborn other people suffered 
as well as himself. In connection with this comes 
the wrong-doing of all the Egyptians towards the 
Israelites, and the consequent retribution. 

the: ten pIvAGues (continued). 

Hxodiis, Ninth, Tenth and Eleventh Chapters. 

Have written on the blackboard (or manilla paper 
if more convenient) : 

Punishment for Pharaoh's Stubbornness. 
The Ten Plagues. 

1. Water turning to blood. 

2. Frogs over all the land. 

3. Lice over all the land. 

4. Swarms of flies. 

5. Murrain on the cattle. 
6. 

7- 

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/iDanual tor TLcacbcts 



8. 
9- 

lO. 



Let the children fill in the last five from their home 
reading. Show how Pharaoh tried to keep back 
part ; first, of the families ; second, of their flocks, etc. 
In speaking of the last plague, dwell on the saving 
of the children of the Israelites, and then the going 
out in triumph and in great haste. 

Special aim : The same as last week with, of 
course, the final conquering of the wicked, in which 
God's wonderful righteousness is made clear. 



58 



OVERTHROW OF THE EGYPTIANS 
AT THE RED SEA. 

Bxodus, Fourteenth and Fifteenth Chapters. 

A SERIES of pictures strikingly put before the 
children will make this lesson one of intense 
interest. These may be word-pictures only, or with 
chalk pictures crudely and hastily outlined. 

1. The marching of the Israelites and their en- 

camping by the sea. 

2. Pharaoh and his servants sorry now that the 

Israelites have got away ; their hasty prepa- 
rations to overtake them. 

3. The Israelites full of fear. Moses' word : Fear 

ye not, stand still, and see the salvation of 
the Lord which he will work for you to- 
day. 

4. The Lord's words (read some of these from the 

text-book), and the dividing of the waters ; 
the going through of the Israelites ; Phar- 
aoh and his horsemen in pursuit. 

5. The return of the waters. 

6. The song of rejoicing. 

Parts of this song of Moses and Miriam may well 
be committed to memory and next Sunday's lesson 
time will be set aside for this. Just introduce it to- 

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/IDanual tor Xleacbers 



day. If possible, have parts set to music. The char- 
acter of the song will suit the boys especially. 

Give out cards on which are the words: "Fear ye 
not, stand still and see the salvation of the Lord 
which he will work for you to-day." Have this verse 
memorized in school, or at home. 

Special aim: Shown in the text, God will save 
from the wicked those who trust 1 lim. 

This will be a good time to repeat the first Psalm. 



60 



THE SONG OF MOSES AND 
MIRIAM. 

Bxodus, Fifteenth Chapter. 

LET all read together the first two divisions. If 
a part of the song can be sung, so much the 
better. Describe how the people sang it, "All to- 
gether," then "Men," then "Women." Have the two 
lines, 

"Sing ye to the Lord, for He hath triumphed 
gloriously, 

The horse and his rider hath he thrown into the 
sea" 

repeated by all. Then have the boys take their first 
part, beginning, "The Lord is a man of war," fol- 
lowed by all in the refrain, "Sing ye to the Lord," 
etc. Have the girls take the first two lines of No. 
2 (marked "men"), the rest will be too difficult. 
Again, will come the refrain by all, and the boys 
may follow with the first three lines of No. 3 while 
the girls take up the refrain again at the end. 

Special aim : ( i ) That the children may appreci- 
ate the joy of the people over the victory God had 
given them. (2) That they may become familiar 
with this beautiful poetic language. 



61 



THE TEN COMMANDMENTS. 

BxoduSy Nineteenth and Twentieth Chapters. 

FIRST give a word picture of the Israelites, the 
Lord's message to them, the mount, and the 
giving of the law. 

For many years after the crossing of the Red Sea, 
the Israelites lived in the wilderness. Moses was 
their leader, but often the people forgot what God 
had told them and did wrong. At last the Lord said 
to Moses, Go to the people and let them make them- 
selves clean and wash their clothes and be ready by 
the third day from now; for on the third day the 
Lord will come down in the sight of all the people 
upon Mount Sinai. Say to them, Take heed that ye 
go not up into the mount, or touch the border of it : 
whoever touches the mount shall surely be stoned or 
shot through ; whether it be beast or man it shall not 
live. And Moses went down and told the people 
what the Lord had said. 

On the third day, when it was morning there were 
thunders and lightnings, and a thick cloud upon the 
mountain, and the voice of a very loud trumpet, and 
all the people that were in the camp were afraid. 
And Moses brought forth the people out of the camp 
to meet God, and they stood at the bottom of the 
mount. And Mount Sinai seemed to be smoking and 
the whole mountain shook. 

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/iDanual tot XTeacbets 



Now have the children take the books and all read 
together the words which God spoke. When the 
Ten Commandments are finished, let one of the chil- 
dren read of "how the people felt" (last paragraph). 
Then have the different ones answer the following 
questions by reading from books, going back to the 
beginning of the passage: 

What did the Lord say to Moses ? 
What did Moses do ? 
What happened on the third day? 
What happened when the voice of the trumpet 
grew louder and louder ? 

Now turn to the blackboard on which have already 
been written, the following words : 

Thou shalt have none 
Thou shalt not 
Thou shalt not 
Remember 
Honor thy 
Thou shalt do 
Thou shalt not 
Thou shalt not 
Thou shalt not 
Thou shalt not 

Let the children tell the part of the sentences to 
be filled in, noting only that which is in large print 
in the book. 

Speak with the children about the meaning of 
the different commandments. First, ask about 

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/TOanual for XTeacbers 



''other gods." Describe how the people round about 
the IsraeHtes had other gods. Explain the latter 
part of the Second Commandment; if the fathers 
sin, sorrow and trouble often come to the children, 
the grandchildren, and the great-grandchildren; if 
they do right, love God, and keep His command- 
ments, good will come to thousands of people. 

Special aim : To impress the elemental character 
of God's law, which was for all time. 

A beautiful picture of ''Moses with the Law," 
(Soule Photograph Co.) will add much to the im- 
pressiveness of the lesson. Also one of Mount Sinai, 
by Bartlett (Soule's). 

If possible take some old pamphlets or Sunday 
school quarterlies from which the children can cut 
out the printed form of the Ten Commandments 
and paste on card made into book form, or into their 
blank books if they are using these. 



64 



THE WITNESS OF BALAAM TO 
ISRAEL. 

Selections from Numbers, Twenty-second, Twenty- 
third and Twenty-fourth Chapters. 

THE lesson for to-day tells of a people called 
Moabites. They lived in the land of Moab, 
which was next to the land in which the Israelites 
now lived. Balak was the king of Moab. He be- 
gan to be afraid of the people of Israel ; there were 
so many of them. He thought they would take all 
that belonged to him and his people. Now there 
was a man named Balaam, who was a prophet — a 
man, that is, who often brought to the "people mes- 
sages that the Lord had spoken to him, and told what 
was going to happen of good or bad. Balak decided 
to send messengers to this prophet, Balaam, with 
this message : There is a people come out of Egypt ; 
they are many and mighty, and are dwelling now 
right next me. I pray thee, Curse this people; 
then perhaps I can smite them and drive them out of 
the land, for I know that he whom thou blessest is 
blessed, and he whom thou cursest is cursed. And 
when the messengers had told Balaam, he said to 
them, Stay here tonight and I will bring you word 
of what the Lord shall speak to me. 

After this introduction, the substance of the fol- 
lowing page may be given in a continued story, or 
s 65 



/IDanual tor Ucacbers 



different children may take it up by reading, first, 
God's conversation with Balaam; then Balaam's 
word to the princes ; their return and message to 
Balak, and the sending of more princes; and again 
the word of Balak by these messengers. Have all 
the children look at their books for these different 
parts, then call on individual ones to read aloud. It 
will be well to have all join in Balaam's second 
answer, **If Balak would give me his house full of 
silver and gold, I cannot go beyond the word of the 
Lord my God to do less or more.'' Emphasize how 
he would not take money or anything else to say. 
anything different from what the Lord told him. 

Continue the story, abbreviating somewhat. Be 
sure to note with the children ''the word that God 
putteth in my mouth, that shall I speak." 

After telling of the burnt offerings, etc., the 
teacher may simply say that Balaam blessed the peo- 
ple of Israel instead of cursing them, but most chil- 
dren after hearing the story preceding the ''parable" 
will be able to follow the general sense of the first 
division, if the poetry is clearly read to them. In 
the second division read only to the words, "And 
he hath blessed, and I cannot reverse it," and omit 
the two last divisions of the parable ; for the children 
will not understand them. Briefly note the repeated 
attempts of Balak to get his way, and how once more 
Balaam said, "If Balak would give me his house full 
of silver and gold, I cannot go beyond the word of 
the Lord, to do either good or bad of mine own 
mind ; what the Lord speaketh, that will I speak." 



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/Danual tor Ucacbcts 



Special aim : To contrast the character of a good 
messenger and a bad. In doing this, we shall show 
how God is above man. 

With some classes it will be well to omit this les- 
son, as too difficult for them. With others it may 
be carried out as above. 



67 



THE PASSAGE OF THE JORDAN 

AND THE TAKING OF 

JERICHO. 

Selections from Joshua, Third, Fifth and Sixth 

Chapters. 

WE come gradually to the more definite histori- 
cal and geographical conditions which must of 
aecessity be considered in relation to the stories. For 
this the children are more ready than when begin- 
ning this series of lessons. Yet with the average 
S^roup of the age for whom this work is planned we 
shall need to deal with history and geography in a 
very simple way, giving clearly a few facts and mak- 
ing but a few connecting links between the stories. 

The Israelites had now come very near the land of 
Canaan. This was the land which the Lord had 
promised to the children of the old fathers, Abra- 
ham, Isaac and Jacob. Those who had come out of 
Egypt had stopped for many years in different places 
until they had grown old and died, and now their 
children, like a great army, were going into this 
promised land. Moses, too, had died, and Joshua 
was the leader of the Israelites. 

While the people had been on their long journey 
traveling from place to place, God had told Moses 
to have a box made which was called an Ark. Into 
this box were put the slabs of stone on which were 

68 



/iDanual tor Ueacbers 



written God's law, the Ten Commandments. On 
the top of the Ark was something called the mercy 
seat. This was to remind the people that God was 
ready to help them and full of kindness, and it was 
the place to which Moses was to come for God to 
tell him what to do. This box was called the Ark of 
the Lord, or the Ark of the Covenant; it was very 
precious and no one but the priests dare touch it. 
A good picture or model of the Ark will impress the 
foregoing. 

Now, the children may take their books and read 
the first paragraph. Illustrate the river Jordan on 
the blackboard. Indicate how they pitched their 
tents beside it. Then will follow the story of 
Joshua's call to the pople ; of his telling them what 
should be done. 

Then a graphic description of all the people stand- 
ing ready to pass over, having taken up their tents ; 
of the priests in front; of their going down to the 
edge of the water bearing the ark, and the separating 
of the waters ; of their standing on dry ground in the 
middle of the Jordan while all the people passed 
over. 

The class may go over the latter part of this ac- 
count, reading from "It came to pass when the peo- 
ple removed from their tents," to the end of that 
paragraph. 

Ask the children this question: Was it easy to 
obey ? And now, tell how they were close to Jericho. 
This city had a high wall all round it, so that no 
one could get in except those who were let in through 
the gates. As Joshua stood and looked over at 



69 



nDanual tor XTeacbets 



Jericho, he saw a man with a sword in his hand, 
standing near. Joshua went to him and said, Are 
you on our side, or on the side of our enemies ? And 
he said, Nay ; I am come as the captain of the host — 
the great army — of the Lord. Then Joshua fell on 
his face and worshipped, because he knew it was 
the voice of the Lord that spoke to him. Tell of 
what followed, and of what the Lord told him to 
do. 

Give a word-picture of the procession of armed 
men, of the seven priests blowing trumpets before 
the Ark of the Lord, going round the city once each 
day for six days, and on the seventh day going seven 
times, and of the falling of the walls when the peo- 
ple shouted as they were told to do. Notice in the 
Scripture account how exactly the fulfilment agrees 
with the directions given, and the promise made, — 
even word for word. Again ask, Was it easy to 
obey? 

Dore's picture "The Children of Israel Crossing 
the Jordan," is a good one for use. 

Special aim : To show that obedience brought 
success in crossing the river and in taking the city : 
"Trust and obey." 

Let each child make a picture of any part of the 
story, or all may help in making one on the black- 
board. 

The above may be divided into two lessons if 
wished; the passage of the Jordan, for one, and 
the taking of Jericho, for the other. 

At this point a certain form of review may be 
good for the children. Work at the tables may 

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HDanual tor Ueacbcrs 



occupy the usual story-hour of the next Sunday. 
Give to each child a paper on which is hectographed 
the following set of questions. Give also ten slips 
of paper on which are written names that answer 
the questions — one on a slip. Each pupil may then 
arrange the names as he thinks right, and paste 
them in a line with the questions. In preparing the 
papers leave spaces for the pasting in of the slips. 

1. Who left his old home to go to the land God 

promised, and was afterwards called the 
father of the Israelites? 

2. What was the name of the promised land? 

3. Who was the boy who was taken by his father 

to be sacrificed and God told him not to 
offer up the boy? 

4. Who was the man who took the blessing from 

his brother and then left home ? 

5. Who was the father of Joseph? 

6. Who was taken by his brothers and put in a 

pit? 

7. Who went down to Egypt, and long years 

after saved his father and his brothers 
from starving? 

8. Who was saved when a baby by a king's 

daughter ? 

9. Who led the Israelites out of Egypt ? 

10. Who led them into the promised land across 
the Jordan ? 



71 



HOW THE GIBEONITES DECEIVED 
JOSHUA 

Joshua, Ninth Chapter. 

MAKE the outline of the land of Canaan on 
the blackboard, or still better, have a sand 
map. Mark the home of the Moabites, the river 
Jordan, Jericho, Ai, and Gibeon. Remind the chil- 
dren of the last two stories, when the Israelites were 
first near the Moabites, then crossed the river and 
came to Jericho and Ai. The people who lived at 
Gibeon, nearby these places, were sometimes called 
Gibeonites, and sometimes Hivites. When they 
heard what Joshua had done at Jericho and Ai, they 
were afraid, and they said to each other. We will 
pretend we have come from a distant country as am- 
bassadors — men sent on an errand — to the great 
leader Joshua. So they put on old clothes and 
patched shoes, and took bread that was mouldy, and 
put on old sacks on their asses. Then they went to 
the camp and said to Joshua: — Here let one child 
after another tell from the book what was said al- 
most to the end of the paragraph. Explain *'rent'' 
as torn, *'wine-skins" as old-time bottles ; "asked not 
counsel of the Lord" — did not pray to Him before 
they decided what to do ; "the princes of the congre- 
gation sware unto them" — not swearing in the bad 



73 



/IDanual tor Ueacbets 



way but promising carefully in the name of the 
Lord. 

Three days after they had made the covenant — 
or agreement, — the Israelites found out that the 
Gibeonites were their neighbors, and then the people 
of Israel were angry with the princes for making 
the covenant. Then Joshua called for them and 
said: Why did ye deceive us, etc. (See p. 134.) 
Why would they need hewers of wood and drawers 
of water? Let the children think. The Israelites 
were going to stay in the Promised Land, so they 
would need wood cut; remind them, too, of the 
wells in Canaan, of which they heard in Isaac's 
time. 

Special aim : To show the result of deception. 

The children may, in writing, tell a story of this 
lesson, either in Sunday school or at home. 



73 



WAR OF DEBORAH AND BARAK 
AGAINST SISERA. 

Judges, Fourth and Fifth Chapters. 

WE have now a few stories in the Judges in 
which the moral for the children is not 
strongly marked, yet which have certain character- 
istics that make them attractive, especially to boys. 
It is worth while to give these stories, if only to 
deepen their interest in the Bible. And the strong 
and weak characters will stand out in contrast, bring- 
ing life pictures to the children, by which their 
standards may be formed. 

The class must have an idea now that the chil- 
dren of Israel were settled in the midst of enemies. 
In the last lesson this was shown to some degree, 
and with the outline map the home of the Canaan- 
ites may now be marked out. The whole country 
was called Canaan, but this tribe of people especially 
dwelt in one part. 

The class needs to know, too, that all the tribes 
of people living in this land did not know the true 
God, but worshipped images of wood and stone. 
They lived wickedly and the children of Israel were 
tempted to sin. Illustrate : Here is a group of boys 
doing a bad thing. One boy stands among the 
others tempted : if he is strong he will keep to the 
right, if he is weak he will do as the rest do. The 

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/iDanual for Ueacbers 



Israelites were weak and they did evil in the sight 
of the Lord. 

The story of the war may follow. One day the 
Israelites went out to battle with the Canaanites. 
Jabin was king of Canaan and Sisera was captain 
of the army. They had nine hundred chariots (war 
carriages) of iron and the Israelites had only foot 
soldiers. And the Lord let the Canaanites gain the 
victory. For twenty years King Jabin "oppressed" 
the Israelites, — made it hard for them as if they 
were slaves. The children of Israel cried unto the 
Lord in their trouble. At last, Deborah, a woman 
who was a judge, who often told the children of 
Israel what to do, and to whom they went for help, 
called Barak, the captain of the army of the Israel- 
ites, to come to her. She said to him, God has com- 
manded that we take our soldiers and go against 
Sisera and his army. You call the soldiers together 
and I will meet you by the river Kishon. 

Now there was one man who lived with the Israel- 
ites who knew they were getting ready to fight; he 
turned traitor, and told Sisera. So Sisera gathered 
together all his chariots and men. Then Deborah 
said to Barak, L"^p; for to-day the Lord will give 
Sisera into your hand. Barak went with his ten 
thousand men after him. The Israelites gained the 
victory. A sudden thunder-storm came with hea\^ 
rain ; this made the waters of the river Kishon go 
over the banks on to the plain, and it became a 
m^arsh ; the strong horses of the Canaanites pranced 
about, trying to get out of the mud. So Israel was 
able to destroy them as they were caught in the 

75 



/Danual tor Ueacbers 



marsh. (See ''Notes on Judges," Moulton, pp. 193, 
194.) Sisera jumped from his chariot and fled 
away on foot. Barak went after the chariots and 
the host (the army) until they all fell — there was 
not a man left. Sisera fled to the tent of Jael, the 
wife of the man who had told him about the Israel- 
ites. The class may read of what happened next, or 
it may be told just as given in the book. In this, or 
any of the war stories, Checa's ''war scene" may be 
used. (Clark collection.) 

The Song of Deborah may be used in part. The 
children may well feel the great rejoicing, and also 
become familiar with a portion of this beautiful 
poetic language. Boys and girls may take the parts 
assigned to men and women respectively, reading 
the first division including the first part of the "Pre- 
lude" and the teacher may read as a description of 
the thunder-storm, the part marked for "All." Then 
go on to page 131, and some classes may read "The 
Battle and Rout," and "The Retribution" in the part 
marked for "Men," and for "All," omitting that as- 
signed for "Women" as too difficult. 

Special aim : Suggested in the beginning of the 
lesson. It will be well to show that Jael did a mean 
and awful deed, but as Prof. Moulton says, the fact 
that it was done to atone for her false husband's 
treachery on the other side makes it easier to under- 
stand why the song of Deborah mentions the deed 
with triumph, instead of condemning its wickedness. 
(P. 194.) It came as retribution. 



76 



FEATS OF GIDEON IN THE MID- 
lANITE WAR. 

Judges, Sixth J Seventh and Eighth Chapters. 

AGAIN take the outline map and fill in "Mid- 
ianites" and *Amalekites" — a wandering peo- 
ple living in the deserts of the east. (See Moulton, 
p. 195: IV.) If possible have a chalk picture on 
manilla paper, of their ''gorgeous tents" and 
camels; describe the large number of people and 
cattle. 

Then read the first paragraph of the lesson. De- 
scribe how the Israelites hid themselves and their 
belongings in dens and caves of the mountain. 
When they sowed grain in the fields, the Midianites 
destroyed the good things growing, and destroyed 
the sheep, and oxen, and asses. Again, the children 
of Israel cried (prayed) unto the Lord. 

Now we have a series of most interesting pictures 
to be given in words first, briefly and strikingly. 

1. Gideon in the wine-press beating out wheat; 
the coming of the Angel (angel means messenger). 

2. The preparation of food, the placing of it on 
the altar, and the coming of the fire. 

3. The blowing of a trumpet, and the gathering 
of the army from the families of Manasseh, Asher, 
Zebulun, and Naphtali. 

77 



/iDanual tot XTeacbers 



4. The fleece of wool, first wet, then dry. 

5. The army reduced to ten thousand. 

6. The lapping of the water, and the bowing down 
on the knees to drink. 

7. The going of three hundred men with trum- 
pets, pitchers, and torches. 

8. The fleeing of the Midianites. 

It will be wise in this long story to omit Gideon's 
secret visit to the Midianitish camp and the hearing 
of the parable. 

After the telling, turn to the blackboard and show 
a series of pictures of leading objects by which the 
children may re-tell the story in outline: e. g., a 
bundle of wheat ; a basket of cakes ; an altar ; a trum- 
pet ; fleece of wool ; 32,000 — 22,000 = 10,000 ; the 
river; a pitcher; a trumpet and a torch. If these 
objects cannot be drawn, pictures of the same can 
be pinned up in order. Or, if thought well, the chil- 
dren may make the pictures by a little suggestion, 
thus re-telling the story. 



78 



JEPHTHAH'S VOW. 

Judges, Eleventh Chapter. 

SOME stories may better be read to the children 
than told to them, or read by them. This is 
one of that sort. Being in line with the preceding 
lessons, it is not necessary to explain the back- 
ground, or to give further information about the 
people. The details as to whom these people are, 
etc., are not essential to the story. As read it is 
simple, direct and sufficiently short. But if the read- 
ing is attempted by the children, the difficulty of 
pronunciation, and the general form, might lessen 
its forcefulness, so necessary for interest. 

The unsatisfactory ending of the story makes its 
wholesomeness for children a question. 

We have here an illustration of self-sacrifice, 
though its form or application was a mistaken one. 
This needs to be pointed out. And the sacredness 
of the vow — i. e., a promise to the Lord — may well 
be noted. How is this to be done? Give the story, 
then ask, Did Jephthah and his daughter do a good 
thing? By questions the children may see that it 
was right to keep the vow, but Jephthah made a mis- 
take in making it. 



79 



STORIES OF SAMSON. 

I. HIS we:dding feast. 2. the jaw-bone of an 

ASS. 

Judges, Fourteenth and Fifteenth Chapters. 

THE heroic element will be shown most strongly 
in the stories of Samson. Introduce him 
to the children as physically the strongest man of 
whom the Bible tells. He was also strong because 
he was not afraid. And it is well to note that each 
time he did anything wonderful, it was because ''the 
spirit of the Lord came upon him." 

The first one of these stories is in some respects 
difficult. Sometimes there is danger of too much 
explanation, and to explain or dwell on details here 
will not be wise. The main incidents will be chosen 
in the following plan: Samson was going down to 
Timnah to be married to a daughter of the Philis- 
tines. As he came near Timnah a young lion came 
out and roared against him. Instead of running 
away, Samson turned upon the lion and fought with 
him. The spirit of the Lord came mightily upon 
him, and soon the lion was on the ground dead ! 
Samson didn't tell anyone, not even his father and 
mother, but went quietly on to see the woman who 
was to be his wife. After awhile he went back to 
Timnah to fetch her home, and on his way he turned 

80 



/iDanual tor 'Ceacbers 



aside to see the carcass of the lion, and lo ! there 
was a swarm of bees and honey in the body of the 
Hon. He took the honey and did eat of it, and car- 
ried some of it with him, but did not tell anyone that 
he had taken the honey out of the body of the lion. 
Soon there was a wedding-feast, and when thirty of 
Samson's friends were around him, he said, I have 
a riddle for you: if you guess it, I will give you 
thirty linen garments, but if you cannot guess it, you 
shall give me the clothes. And they said, Tell us 
your riddle. He said unto them. 

Out of the eater came forth meat. 

And out of the strong came forth sweetness. 

None of his companions could guess the riddle and 
on the seventh day they said to Samson's wife, Coax 
your husband to tell you the riddle and you tell it to 
us lest we burn thee and thy father's house with fire. 
She, to please her people, wept and begged Samson 
to tell her. But he said to her, I have not told my 
father, nor my mother, and why shall I tell thee? 
She kept on weeping before him for seven days, and 
on the seventh day he told her, because she kept on 
urging. And then she told the riddle to her people. 
And the men of the city said to Samson : 

What is sweeter than honey? 
And what is stronger than a lion ? 

Then Samson was very angry. He said to them, 
You would not have found out my riddle, if you had 
been fair. And he was angry with his wife, and 
6 8i 



/iDanual tor Ucacbcvs 



went back alone to his father's house. But before 
going, he went down to Askelon and fought with 
thirty men and gave the thirty suits of clothes as he 
had promised, to those who declared the riddle. 
Then the Philistines went to fight against Samson's 
people. And these men of Judah said. Why are ye 
come up against us ? The remainder, including the 
story of The Jawbone of an Ass, may be read, or 
the latter may be reserved for the next lesson. 
Special aim: To strengthen courage. 

SAMSON AND DELILAH. 

Judges, Sixteenth Chapter. 

Here we have another story of Samson's strength. 
A story also of deceit and mean betrayal by a 
woman. 

For the special aim, or the purpose in giving this 
to boys and girls, see first and last paragraphs of 
lesson preceding. 

The story had better be told, then afterwards the 
children may read it to themselves with interest. 
It came to pass some time after what happened in 
the last story of Samson, that he loved a woman 
whose name was Delilah. And the great men of 
the Philistines came to her and said, "Entice (coax) 
Samson, and see what is the secret of his strength, 
and in what way we can overcome him, so that we 
may bind him, and we will give thee, every one of 
ns, eleven hundred pieces of silver." Then Delilah 



82 



/iDanual for Ueacbers 



asked Samson, What makes you so strong, and how 
can you be bound and be Hke other men? And 
Samson said, If they bind me with seven green 
withes (flexible twigs hke willow twigs) then I 
shall become weak, and be as other men. So the 
Philistines brought up to her seven green withes 
and she bound him with them. And in another room 
she had people secretly waiting. Then Delilah said 
to him. The Philistines be upon thee, Samson. But 
— he brake the withes with his arms, just as a thread 
might be broken. So his strength was not known. 
Delilah said to Samson, You have told me lies, and 
mocked me ; tell me, now, how you might be bound. 
With such slight changes as the above, the story 
may be continued as in the text. Explain *'web" as 
a piece of strongly woven cloth ; *'Nazarite" as one 
of a band of men whose hair was never cut, and who 
never drank wine nor strong drink ; ''Wist not that 
the Lord was departed from him" — did not know 
that the strength given by God was gone. 

DEATH OF SAMSON. 

Judges, Sixteenth Chapter. 

This passage may be read to the class with but 
one or two interruptions for explanation. The chil- 
dren will have now such a vivid interest in Samson 
that the story read to them will hold their attention, 
and it is quite likely that they will choose, if given 
the opportunity, to read it all together over again. 



83 



/iDanual tor XTcacbers 



For the rest of the time let them write a story about 
Samson. We have had three stories and they may 
tell of the part that they like best. 

Before beginning to write, have them shut their 
eyes ard think of the different things which Samson 
did. Or, this writing may be assigned for home 
work, and questions be put upon the blackboard 
about the Samson story, to be answered in writing 
on the board, by different children. 



84 



ELI AND THE CHILD SAMUEL. 

First Samuel, First Chapter. 

SHOW a picture of the "Temple" (the Taber- 
nacle, now established at Shiloh), the church 
of the Israelites. Priests were the ministers at the 
temple, and they took care of many of the things in 
the house of God. One of these things was the ark 
of God. Often they offered sacrifices to God for the 
people. One day, the Priest Eli sat by the door post 
of the temple. The doors were wide open, and peo- 
ple went in when they wished to pray. As Eli sat 
there, a woman, named Hannah, came in. She was 
weeping and full of sorrow and she cried to the 
Lord. Hannah had no little child, and for a long 
time she had wished she might have a son. Now 
she prayed earnestly in her heart though she did 
not speak aloud. Then she made a promise to God 
that if God gave her a son he should be given to 
serve the Lord in the temple all his life. In her 
trouble Hannah acted so strangely that Eli thought 
she was drunk. So he spoke to her, and Hannah 
said, No, my pastor, I am a woman of sorrowful 
spirit, and I have asked the Lord to take away my 
sorrow. Then Eli said, Go in peace; and the God 
of Israel grant thy petition that thou hast asked of 
Him. Hannah went her way and was comforted. 
And it came to pass after a time that a little baby boy 

85 



/H^anual tor Ueacbers 



was given to the good woman. She called his name 
Samuel, because she said, I have asked him of the 
Lord, and that name means "asked of the Lord." 
When he was old enough Hannah took Samuel and 
went up to the temple again. She brought the boy 
to Eli, and said to the priest, I am the woman that 
stood by thee here and prayed unto the Lord. For 
this child I prayed; the Lord has given me what I 
asked and I promised to bring my child to the tem- 
ple that he might serve God here. So Samuel stayed 
with Eli and became his helper in caring for the 
great church. 

It will be nice to have the picture of ''Samuel pre- 
sented to Eli," by Opie (Soule collection). Mount 
it on a card, and write underneath the picture : 

Samuel, "asked of God.'' 

"For this child I prayed and the Lord hath given 
me my petition which I asked of Him." 

Special aim : Hannah's trust and God's blessing, 



86 



THE CHILD SAMUEL CALLED TO 
BE A PROPHET. 

First Samuel, Third Chapter. 

TAKE again the picture of the "temple," and 
tell how there were rooms round about the 
church, where the priests lived, and how Samuel 
now lived here with Eli. Tell how Eli had grown 
to be an old man, and Samuel a strong boy. One 
night when Eli had gone to bed and Samuel had 
laid down to sleep, Samuel heard a voice calling to 
him. Then will follow the familiar story, and the 
Lord's message to Samuel. This message is the 
difficult part of the passage for the children. First, 
tell that God called Samuel to be one of his prophets 
— preachers — those who spoke for God, and often 
told what would happen after the good or bad deeds 
of the people. Now the Lord told Samuel that a 
great trouble would come to Eli and to others, be- 
cause Eli's sons had done wickedly. When morn- 
ing came and Samuel opened the doors of the house 
of the Lord, he was afraid to tell this bad news to 
Eli. But the old man called him and said, Samuel, 
my son. From this point let the class read from the 
books to the end of this division. 

Special aim : The readiness of Samuel first to 
obey God and then Eli. Have copies of the picture 
of Samuel, by Joshua Reynolds, mounted on cards 
with the words underneath: "Speak, Lord, for thy 

servant heareth." 

87 



LOSS OF THE ARK AND DEATH 

OF ELI. 

First Samuel, Fourth Chapter. 

HAVE a model of the ark if possible; if not, 
have a picture. Remind the children of what 
was described in an earlier lesson. Emphasize the 
care the people took of the ark, because they felt 
it was a holy thing. It was always a sign to them of 
God's presence with them. 

2. Describe the battle between the Israelites and 
the Philistines. 

3. The fetching of the ark and the bringing of it 
into camp. The consequent fear of the Philistines. 

4. The battle ; the taking of the ark ; the two sons 
of Eli slain. 

5. The coming of the news. 

Special aim : To picture the defeat of those who 
do evil. 

It will be interesting to have four children come 
before the class and each read one of the striking 
passages in this account: i. 'And when the ark of 
the covenant of the Lord came into the camp, all 
Israel shouted with a great shout, so that the earth 
rang again;" 2. "When the Philistines heard," 
etc. ; 3. "And they said," etc. ; 4. "Be strong," etc. 

For home work all may well tell the story in writ- 
ing. 



THE RETURN OF THE ARK. 

First Samuel, fifth Chapter. 

REMIND the class of the battle talked of last 
Sunday. Trace on the outline map, used be- 
fore, how the ark was taken from the place of battle 
to Ashdod. Tell of what happened there. Trace 
how it was taken to Gath, and then to Ekron. Tell 
of the illness and death in these places, and the fear 
of the people. Then will follow the advice of the 
wise men among the Philistines to send away the 
ark, and to put with it a present of gold. Note their 
words to the Philistines, ''Wherefore then do ye 
harden your hearts, as the Egyptians and Pharaoh 
hardened their hearts?" The children will remem- 
ber about this. Describe the sending of the ark on 
the cart drawn by two cows and the straight going 
of the animals to Beth-shemish, watched at a dis- 
tance by the five lords of the Philistines. There in 
Beth-shemish men were harvesting the wheat and 
they looked up and saw the ark. Let the children 
look in their books and find out the rest. 

Special aim : Wrong-doing brings trouble. 

The children may draw pictures of any part of 
the story of which they would like to tell. 



89 



THE ANOINTING OF SAUL. 

First Samuel, Eighth, Ninth and Tenth Chapters. 

THE division under this heading is a long one. 
But some of the account is not important for 
the children, and it would not be satisfactory to di- 
vide it and make two lessons. It will be simplified 
by making four distinct parts for the one lesson, viz. : 

The people's desire for a king. 
Saul's search for the asses. 
The visit of Samuel and the anointing. 
The selection of Saul to be king. 

The first part can be pictured in a few words: 
Samuel was now an old man ; his sons were bad men 
and judged Israel unfairly. The people wanted to 
be like the nations round about them and have a 
king. So the ''elders" — chief men — of Israel came 
to Samuel and told him what they wanted. Samuel 
was displeased and he prayed about this to the Lord. 
And the Lord said to Samuel, The people have not 
rejected thee but they have rejected me. Listen to 
them and do what they wish, but tell them it will not 
be for their good, and shew that the king who shall 
reign over them will not help them. So Samuel 
told the people all that the Lord had said; and he 
showed them that the king would oppress them, make 
them his servants, and take what belonged to them 

90 



/©anual for Ueacbers 



just for his own good. But the people would not 
listen to Samuel and they said, We will have a king 
over us, that we may be like all the nations, and that 
our king may judge us, and go out before us, and 
fight our battles. So Samuel said, Go ye every man 
unto his city. 

The beginning of the second part may well be read 
by the children to the words: "Go seek the asses." 
Then describe how Saul went from one place to an- 
other in search of the asses. At last, when he could 
not find them, he said to his servant, Let us return 
or my father may hunt for us. And the servant 
said. There is in this city a man of God ; all that he 
says comes to pass ; let us go to him ; perhaps he can 
tell us what way to go. Let children read Saul's 
answer and the servant's reply. The next paragraph 
is better told briefly. 

The third part, the visit to Samuel and the anoint- 
ing, may be partly told to the children, partly read by 
them. This variation is very helpful at times. Tell 
first what the Lord had told Samuel about Saul, and 
in a few words the dinner given in Saul's honor. 
Let the class read from the top of page 164 to "The 
Lord hath anointed thee to be prince over his in- 
heritance." Explain that he was to be the king, and 
speak of the custom of anointing. Pass over the 
following details about prophecy, simply saying, 
"The spirit of the Lord came mightily upon Saul." 

The story will be completed by the reading from 
the last line on page 165 to the end of the division. 
Make vivid the calling of the tribes and the taking 
of the tribe of Benjamin; the calling of the tribe of 

91 



/Danual tot Ueacbers 



Benjamin and the taking of the family called Ma- 
trites; the calling of that family and the choice of 
Saul, the son of Kish. "And all the people shouted, 
God save the king.'' 

The lesson in and by itself has not a striking truth 
for the children, it is rather an essential part of a 
whole which shows most clearly human life in rela- 
tion to God. If a more definite special aim is de- 
sired, it may be this: God allows every one to 
choose ; He shows them the consequences of a good 
choice, or a bad one. 

"Samuel Anointing and Blessing Saul," by Dore, 
is a good picture for use if one is desired. 



92 



THE REJECTION OF SAUL AND 
ANOINTING OF DAVID. 

First Samuel, fifteenth and Sixteenth Chapters. 

THIS is a good lesson to teach through ques- 
tion and answer. And to give the answers 
the children will need to study their books well in 
the class. After answering by reading from the 
text-book and getting the complete story thus, they 
may answer the same questions, using their own 
words. 

1. What did Samuel tell Saul to do? 

2. What did Saul do? 

3. Was that just what Samuel had told him to 

do? 

4. What did the Lord say? 

5. Where did Samuel go? 

6. What did Saul say to him ? 

7. What question did Samuel ask ? 

8. What was Saul's answer? 

9. What did Samuel tell him? 

10. How did Saul excuse himself? 

11. What was Samuel's answer? 

12. What confession did Saul make? 

13. Did he get what he wanted? 

14. Was the king of the Amalekites punished ? 

15. How did Samuel feel about Saul? 

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/©anual tor Ueacbera 



1 6. What did the Lord tell Samuel to do? 

17. Was Samuel ready to go? 

18. What did the Lord say next? 

19. Whom did Samuel call to sacrifice? 

20. What did the Lord say about Eliab? 

Describe the coming of the other sons, and give 
a word-picture of David caring for the sheep, and 
of his being sent for, and of the anointing. 

If thought best the above may be given in two les- 
sons, taking first the rejection of Saul, and second 
the anointing of David. The division would, of 
course, be made at the third paragraph on page 170, 
and after question 15. The wisdom of dividing 
must depend somewhat on the ability of the class. 
The story is an unhappy one in its ending if we stop 
with the mourning of Saul. Yet the choice of David, 
and his anointing, may make a good lesson of itself. 
There are two helpful verses (one in each part), 
either of which will contain a good truth for the 
children. If the whole is taken as one lesson, choose 
which of these truths is needed as a special aim in 
teaching your particular group. The first is : "Hath 
the Lord as great delight in burnt oflFerings and sac- 
rifices, as in obeying the voice of the Lord? Be- 
hold, to obey is better than sacrifice ;" the second : 
"The Lord seeth not as man seeth ; the Lord looketh 
on the heart." 

"The First Anointing of David," a picture by Von 
Schnorr, may be helpful for the second division of 
the lesson. 



94 



DAVID AND GOLIATH. 

First Samuel, Seventeenth Chapter. 

HAVE on the blackboard the picture of two 
mountains; indicate how one army was on 
one mountain, the other army on the other mountain. 
Describe the great GoHath of Gath, and tell of his 
proposal and the consequent fear of Saul and all 
Israel. 

Then read, or tell to the children the whole of the 
story, beginning, "Now David was the son of Jesse." 
It is a story so full of interest that children are al- 
ways held by it, and to give it direct from the book 
is of value. To show David's courage and trust in 
the Lord must be the special aim, and this is inevi- 
tably felt through the Bible words. Let the children 
write the story in their own language for home work. 
The following sentence may well be impressed: 
"The Lord that delivered me out of the paw of the 
lion, and out of the paw of the bear, he will deliver 
me out of the hand of this Philistine." The chil- 
dren will be eager to know more of David. Let 
them take home their books and read the next ac- 
count so as to be ready to tell of it the next Sunday. 



95 



HOW THE PERSECUTION AND 
THE FRIENDSHIP BEGAN. 

First Samuel, Seveyiteenth and Eighteenth Chapters. 

IT will be of interest to develop this lesson by 
means of the blackboard somewhat in this way : 

THE JEALOUSY OF SAUI. TOWARD DAVID. 

What did Saul do? 

Called Abner and asked about David. 
Took David to the King's house. 
Set David over the men of war. 
Was angry and ''eyed" David. 
Cast his spear to slay David. 

THE FRIENDSHIP BETWEEN DAVID AND JONATHAN. 

What did Jonathan do? 

Loved David. 

Gave him his own robe and sword. 

WHAT DID THE WOMEN DO? 

Sang with joy: 

"Saul hath slain his thousands 
And David his ten thousands." 

96 



/l>anual tot Ueacbers 



WHAT DID DAVID DO? 

"Went whithersoever Saul sent him." 
"Behaved himself wisely." 
"Played with his hand." 
"Avoided Saul." 

"And David behaved himself wisely in all his 
ways; the Lord was with him and all Israel and 
Judah loved David." 

Special aim: (a) To make a beginning in a 
comparative character study through the actions of 
these people, (b) To show the evil of jealousy as 
seen in Saul's doings ; the good of steadfastly trying 
to do his best on the part of David. 

The following questions may form the lesson for 
the next Sunday. Have these questions hecto- 
graphed, giving a set to each child. Also, prepare 
nine slips of paper for each one. On these write 
the names that will answer the questions — one on a 
slip. The children may then arrange the names as 
they think right, and paste them in a line with the 
questions. In preparing the papers leave spaces for 
the pasting of the slips. 

1. Who was a prophet and judge of Israel? 

2. Who was the first king of Israel ? 

3. Who disobeyed the Lord when fighting against 

the Amalekites? 

4. Who was anointed when he was a boy to be 
king of Israel? 

7 97 



/Danual tor Ueacbers 



5. Whose son was he ? 

6. What was the name of the place where he Hved 

when Samuel went to anoint him ? 

7. Which man — Saul or David — did right in 

God's sight? 

8. What was the name of the Philistine who 

fought David? 

9. Who was brave because he trusted in the living 

God? 



98 



THE ESCAPE BY NIGHT. 

first Samuel, Nineteenth Chapter. 

THIS account of Saul, David and Jonathan is 
closely connected with the last one. It will 
bring out more fully the special aim suggested in 
that. It is simple and direct and the children will 
be able to appreciate this part of the story by read- 
ing it together in class. (For explanation of "evil 
spirit from the Lord," also "teraphim," see Notes 
on Judges, Moulton, p. 197.) After any questions 
they wish to ask, let them write anything they would 
like to, about (i) Saul, (2) David, (3) Jonathan. 
If there is time, have some of the writings read in 
class, and let children decide if what is said is true. 
Such a method as this makes the children think, 
gives some much better views, makes them their own 
critics, and make them workers helpful to each 
other, if a spirit of kindliness is upheld by the 
teacher. 

ILofOM 



99 



THE SECRET MEETING OF DAVID 
AND JONATHAN. 

First Samuel, Twentieth Chapter. 

IN this passage we have three word-pictures, and 
the teacher may well bring them as such to the 
children; at the same time strengthening the good 
points which they themselves made about Saul, 
David, and Jonathan in the last lesson. In this will 
be the special aim. 

First comes the picture of David and Jonathan 
together, and in that: 

(a) David's grief and fear. 

(b) Jonathan's faithfulness. 

(c) David's plan. 

(d) David's and Jonathan's covenant. 

(e) Jonathan's plan. 

The first and second of these parts may be given 
just as they are found ; the third will need some ex- 
planation, and the fourth, abbreviation; then the 
fifth may be read from the book. It will be well to 
say, that in that time and place, whenever a new 
moon was to be seen, the king's chief men all sat 
down to dinner with him for three days; to stay 
away from these dinners was against the rule. It 
was the custom, too, in the homes of the Israelites, 
for each family to offer sacrifices once a year, and 



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noanual tor Ueacbers 



for all the members of the family to come, if they 
could, to the old home. 

In describing the covenant between the two 
friends, it is sufficient to say that they went out to 
the field, and Jonathan said to David, The Lord, 
the God of Israel, be witness; when I have found 
out anything from my father, I will let thee know. 
And if my father plans to do thee evil, the Lord 
punish me, if I show it not to thee, and send thee 
away, that thou mayst go in peace and the Lord be 
with thee. Then whatever happens, be good, not 
only to me, but to my house (family) forever. So 
Jonathan made a covenant with the house of David, 
and he caused David to swear again for the love 
that he had to him, for he loved him as he loved his 
own soul. Then will follow the reading of Jona- 
than's plan. 

The second word-picture is of the King's dinner ; 
it is full of dramatic action: The King takes his 
seat, Jonathan stands near, and Abner sits by Saul's 
side; David's place is empty. Saul does not ask 
about him, — just says to himself. Something has 
prevented his coming; he will be here to-morrow. 
The second day comes and David's place is still 
empty. Saul says to Jonathan, Why is it the son 
of Jesse has not come to eat yesterday or to-day? 
Thus the whole of this part can be told. The third 
word-picture is of the secret meeting in the field. 
The children will be interested to read this, and thus 
complete the division assigned for this time. 



lOI 



THE ADVENTURE OF THE SPEAR 
AND WATER-CRUSE. 

first Samuel, Twenty-sixth Chapter. 

SKETCH in outline on the blackboard the hill 
and the wilderness and the caves in which 
David and his men hid. Many of his old soldiers 
had gone with David. He had been wandering about 
for a long time and Saul had been searching for 
him. Now a band of men tell Saul that David is 
in this hill. At once Saul gathers three thousand of 
his best men to go out with him to capture David. If 
this story is told to the children it will be effective 
to use the present tense, but it may be read to them 
or by them. Sometimes ask which they prefer: to 
read such a story themselves or to listen to the read- 
ing. 

The blackboard may be well used again when that 
part is reached in which David stands on the top 
of the mountain and shouts to Abner. A very sim- 
ple outline will answer the purpose better than an 
elaborate drawing; marks made for people do just 
as well as to draw the actual figures. 

This is a story, some part of which the chil- 
dren may well illustrate themselves. The work may 
be done in Sunday school or at home, and the draw- 
ings are apt to be more vivid than those usually made 
for them. "The Lord shall render to every man his 

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righteousness and his faithfulness," is a verse to be 
noted for the spiritual law underlying it: according 
to his works — so shall be the results. But the heart 
of the story seems to make the special aim to be: 
Generous action at last conquers mean jealousy. 



IP3 



THE BATTLE OF GILBOA. 

First Samuel y Thirty-Hrst Chapter; Second Samuel, 
First Chapter. 

SHOW the picture of a battle-scene, used some 
weeks ago. Tell how the Israelites and the 
Philistines are again at war. The men of Israel 
flee before the Philistines. Presently Saul's sons 
are slain, and the archers try to overtake Saul him- 
self. From this point the class may read, and on 
coming to the conversation between David and the 
young man, let the boys, or a certain division of the 
group, give the word of the one; the girls or the 
rest of the group, the word of the other. Ask the 
children about "rending" clothes — to make sure the 
expression is understood ; also of ''fasting until 
even." Get their thought about David's feeling for 
"the Lord's anointed.'' No matter how this man 
had treated David he (David), knew that Saul was 
the king whom God had appointed; therefore all 
men were to respect him. David not only grieved 
for his friend, but also for his enemy. In this is 
found the special aim of the lesson: the forgiving 
spirit of an unselfish man. 



104 



DAVID AND THE PROPHET NA- 
THAN. 

Second Samuel, Eleventh and Twelfth Chapters. 

AT first thought, the subject of this lesson 
might seem unsuitable for children of this age. 
But the story is told here in so simple and pure a 
way that there can be no objection to it. And its 
value is found in Nathan's parable which shows not 
only the particular sin, but two general truths: the 
meanness of selfishness on the one hand, and the 
rights of ownership on the other, both of which are 
important for the children. It is well also that they 
see human nature as it really is through these Bible 
stories. Previous to this, the pictures of David have 
shown only his goodness; the fact that he sinned 
sometimes, and in this case was sorry for his sin, 
will make him a more real and true man to the chil- 
dren. 

The story may be read to the class as it stands; 
added words will not improve it, except at one 
point. A few of the written words may hinder the 
understanding: omit "ewe;" in place of '"morsel" 
read food ; instead of "spared to take" — was not will- 
ing to take; instead of "dress" — prepare; explain 
"by this deed thou hast given great occasion to the 
enemies of the Lord to blaspheme," in this way : by 
this deed thou hast done a great wrong which the 

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enemies of the Lord will talk about and sneer at, 
especially as you are a servant of the Lord ; and add, 
So while God forgives you, your sin must bring its 
punishment. Read from "the child," etc., to the end 
of the passage. Parts of Psalm 51 and 32 may well 
be read with the lesson. 



106 



THE REVOLT OF ABSALOM. 

Second Samuel, fourteenth, Fifteenth, Sixteenth 
and Eighteenth Chapters. 

IT will be best to introduce this story by telling 
it somewhat like this: Absalom was a son of 
David. He was very beautiful to look at, more 
beautiful than any other man in all the land of Israel. 
He was very anxious to be king in place of his 
father David. And so he tried to make the people 
like him more than they liked his father. He would 
go down to the gate of the city, in his great chariot, 
with horses, to meet the people and make friends 
with them. Very often he would say to them. If I 
were the king I would settle your troubles, and 
judge fairly between you. So Absalom tried to win 
the love of these people. Soon a messenger went 
to David saying. Do you know that the hearts of 
the men of Israel are turning to Absalom and they 
want him to be their king? And David said to his 
servants. Arise, let us flee, or none of us will escape, 
for Absalom will try and kill us and all who are in 
the city. Then the king's servants said. Thy serv- 
ants are ready to do whatsoever my lord the king 
shall choose. And the king went forth and all his 
household with him. And as they went up the 
Mount of Olives David wept, and all the people who 
were with him covered their heads and wept too. 

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Omit the account of Shimei on page 211, and go 
on to describe the preparations for battle. Use the 
outline map, showing Mahanaim,the river of Jordan, 
and the band of Gilead, just to make the scene real. 
It will be a picturesque one, as through the story the 
children see the people go out by hundreds and by 
thousands with their captains over them; King 
David making ready to go and the people urging 
that he stay behind; his standing by the gate, giv- 
ing his last word, Deal gently for my sake with 
the young man Absalom. 

Then will follow the description of ( i ) the battle, 
(2) the death of Absalom, (3) the running with 
the news to David, and his grief for his son. 

The failure of those who do wickedly may be 
shown through such a story. To give the picture 
of Absalom, beautiful to look at, and a great favor- 
ite, spoiled by a mean desire to have everything for 
himself, so that he plots against even his own father, 
and then dies wretchedly, must be the aim in this 
lesson. 

A lesson for the next Sunday may be carried out 
at the tables or desks. Give papers on which are 
hectographed the following questions which the 
children may answer in writing. 

1. Who saved David when King Saul tried to 

kill him? 

2. Of whom did David sing: 

"Very pleasant hast thou been unto me, 
Thy love to me was wonderful?" 



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3. Who told David the story of the one Httle lamb 

taken by the rich man? 

4. Write the last part of David's prayer for for- 

givness (see blackboard). 

5. Who was Absalom's father? 



109 



THE WISDOM OF SOLOMON. 

first Kings, Third and Tenth Chapters. 

SOLOMON — another and a good son of David — 
was now king. The old father David had 
died, and it had been his wish that Solomon should 
be the king. He was a strong, wise, good man. 
One day he went up to Gibeon to offer sacrifices on 
the altar which was built there. Let the class read 
from the books and find out what happened, reading 
to the end of the paragraph (at the top of p. 217). 
Have the following questions on the blackboard and 
let different children fill in the answers to these: 

1. What did God say? 

2. What did Solomon ask for? 

3. What did God give him? 

With many classes it will be just as well to omit 
the story which follows on p. 217. However, we 
must remember that this shows in action the good 
judgment of Solomon and that children of this age 
can appreciate it. Also, that the horrible element is 
not so repellant as to adults. If the story is used, 
begin it thus : Another day two women came before 
the king; and tell it briefly without any sensational 
emphasis. Be sure and make clear why the king 
spoke as he did; it may be done thus: He said to 

no 



/Banual for XTeacbers 



himself, In this way, I shall find out which of the 
two is the real mother; for the one who is the true 
mother will not want her baby killed. 

If the above is not taken, go on to that part which 
tells of the queen of Sheba. The children may read 
this, thus getting a sufficient picture. Of course 
there is material here for fascinating illustration by 
way of objects, but to objectify all this would be 
purely materialistic, without any gain and with loss 
of time and opportunity. If the children's minds 
are filled with the glitter of the display there can be 
no room for spiritual impressions. 

Special aim : To show the result of a good choice : 
— spiritual and material results. 



Ill 



STORY OF THE DIVIDED KING- 
DOM. 

first Kings, Twelfth Chapter. 

TO make clear the division of the kingdom not 
only for the present work but also for the 
future, it will be well to show how the Israelites had 
already divided the old land of Canaan between the 
twelve tribes, each of whom bore the name of one 
of the sons of Jacob, from whom they were de- 
scended. To do this make a new outline map of the 
land of Canaan, using manilla paper. (The old one 
used for the other lessons would be confusing, and 
maps already prepared have too much marked on 
them.) Divide the land into the twelve parts ac- 
cording to the true divisions, putting the name of 
each tribe where it belongs. Explain how the chil- 
dren's children of Reuben, for example, lived in one 
part, and so on. Over all the tribes David, and 
afterwards Solomon had been king. Now Rehoboam, 
Solomon's son, is to come to the throne, for his 
father had died. Rehoboam goes to Shechem. 
(Mark on the map with dot.) This is the place 
where the people gathered to crown the new king. 
There was a man named Jeroboam who was the 
leader among a certain number of men ; and he and 
the people came to Rehoboam to ask him something. 



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/©anual tor XTeacbers 



They said, Our service was hard under your father ; 
will you make it lighter? If so, we will serve you. 
Rehoboam said, Come back in three days and I will 
tell you. So the people went away. Then Reho- 
boam went to some of the old men who had served 
his father, King Solomon, and he asked them, What 
do you advise? What answer shall I give these 
people? And the old men said, Tell them that you 
will serve them and help them, and speak good 
words to them ; then they will be your servants for- 
ever. But Rehoboam would not take the advice of 
the old men, and he turned to the young men who 
had grown up with him and asked what answer they 
would give. The young men said, Tell them you 
are much stronger than your father ; if he punished 
them with whips you will punish with scorpions (a 
painful whip having sharp points). So Rehoboam 
decided. The third day came, and back came Jero- 
boam and the people. Then the king answered them 
roughly and said to them just what the young men 
advised. And the people were angry, saying. What 
good have we from David ? To your tents, O Israel ! 
Words which were the battle call to rebel against the 
king. So the kingdom was divided. The ten tribes 
chose another king. And Rehoboam was king only 
over the children of Israel who dwelt in the cities of 
Judah. Show the different parts on the map. 

Here is an example of the foolishness of a hard 
and wicked king and to show the results of such 
foolishness will be a good aim. 



113 



STORIES OF THE PROPHET 
ELIJAH. 

EIvIJAH AND THE PROPHETS OF BAAL. 

First Kings, Eighteenth Chapter. 

FIRST, the teacher needs to single out from this 
long passage the four central pictures, and group 
around these only the most vivid and necessary- 
details. What is told in the first part needs the 
climax in the last part: to divide the story would 
spoil it. 

1. Ahab and Jezebel, now the king and queen, 
do more evil in the sight of the Lord than all who 
have gone before them; Elijah gives his message, 
then goes as the lyord tells him to the brook Cherith 
(Describe his stay there). 

2. Three years after: the I^ord's message to 
Elijah; the famine in Ahab's land; the search for 
water and grass ; the meeting of Obadiah and 
EHjah (tell of this briefly). 

3. Mount Carmel: the prophets of Baal and 
Elijah before the altar, etc. (Give this dramatic 
scene very vividly, reading a part on p. 225.) 

4. The going up to the top of the mountain 
seven times; the sight of the little cloud, and what 
followed soon after. 

Special aim: Obedience and trust rewarded; 
wrong-doing bringing its own consequences. 

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/Manual tot XTeacbers 



Have the pupils choose some one part of the 
story to illustrate in a picture at home. 

HIUJAH IN the; desert. 

First Kings, Nineteenth Chapter. 

It will be helpful to have clearly in mind four 
distinct scenes in this lesson. And it may prove 
well to note these one by one with the children : 

1. Ahab's word to Jezebel and her consequent 
message to Elijah. 

"If I make not thy life as the life of one of them," 
will not be understood; if the story is told, say in- 
stead, "I will have thee killed as thou hast killed 
those prophets of Baal;" if read, stop and explain 
that this is what the written word means. 

2. Elijah under the juniper tree. 

A picture of the tree, the cruse, and the cake baked 
on the coals may be sketched on the blackboard. 

Point out God's care and gentleness with his 
servant Elijah when he is discouraged. 

3. Elijah lodging in the cave. 

A word-picture of this part is better than any 
other. 

4. Elijah finding Elisha. 

Explain the custom of "casting his mantle" and 
what it signified. 

Special aim : God's care of his servant. 

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/©anual tot Ucacbers 



Give the class a few questions to be answered in 
writing. 

Who was Elijah? 

What did the angel of the Lord do for him ? 

How did the word of the Lord come to Elijah? 

What did the Lord tell him to do? 

Whom did Elijah find to help him in his work? 

THE STORY OF NABOTh'S VINEYARD. 

First Kings, Twenty-first Chapter. 

The first scene to bring before the class is the 
palace of Ahab with the vineyard beside it. The 
vineyard belongs to Naboth, a man of Jezreel, called 
a Jezreelite. Let the class tell of the conversation 
between Ahab and Naboth. Make sure that ''in- 
heritance" is understood. Another conversation fol- 
lows, let class tell between whom, and what is said. 
Let the children decide whether Naboth did right 
to refuse; whether Ahab and Jezebel did right in 
what they said. Describe Jezebel's action — "sons of 
Belial means vile, low persons." (See Notes, 
Maulton, p. 250.) Let the class find what hap- 
pened next. Question as to the meaning of, "Be- 
cause thou hast sold thyself to do that which is evil 
in the sight of the Lord." This may well be illus- 
trated: The vineyard on one side; doing right on 
the other. Ahab had the chance to choose. Put on 
the blackboard : "What shall a man give in exchange 
for himself?" In this will be the aim of the lesson. 

Note the punishment : Just what Ahab and Jeze- 

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/IDanual tor XTeacbers 



bel had done to others is to come back to them. 
Ahab repents and so his punishment is lessened. 

the; ascent oif eujah to he:ave:n. 

Second Kings, Second Chapter. 

Here we have a beautiful lesson full of a pathos 
and a devotion which the children can appreciate. 
Tell part and read part. 

Elijah and Elisha are going away from Gilgal. 
Elijah had been the teacher and master, and Elisha 
his pupil and helper, and they have grown to be very 
dear friends. God has spoken to Elijah and he ex- 
pects soon to leave the earth and go to heaven. As 
they go on their way, Elijah speaks to Elisha and 
says: (Read from, ''Tarry here,'' etc., to "And the 
two went on.") "Hold ye your peace" may be in- 
terpreted, Do not let us talk about it. They stand 
by the river Jordan. Fifty of the sons of the 
prophets (young men studying to be ministers), 
watch them from a distance. Elijah takes off his 
mantle and the waters of the Jordan are divided so 
that the two go across on dry ground. When they 
reach the other side, Elijah speaks to Elisha. Read 
from this point to the end. No word will be needed 
in addition. To show the spirit of the two men as it 
shines out in the story is sufficient aim. 

The mystery about Elijah's going may well re- 
main such. Some things are better not explained. 
It is well for the children to feel "they are too won- 
derful." 



"7 



/IDanual tor Ueacbers 



The following questions may be answered in writ- 
ing next Sunday in place of a new story : 

1. Who was Elijah? 

2. Why did Elijah go to the wilderness? 

3. What did the angel of the Lord do for him ? 

4. How did the word of the Lord come to Elijah? 

5. What did the Lord tell him to do ? 

6. Whom did Elijah find to help him in the work? 



iiS 



STORIES OF THE PROPHET 
ELISHA. 

THE shunamite:'s son. 
Second Kings, Second Chapter. 

INTRODUCE the story thus: As EHsha was 
traveUng one day, he came to a place named 
Shunem. A woman Hved there and she invited the 
prophet to stop and eat at her house. And so it was, 
that whenever he passed that way, he stopped there 
to dine. 

Have four sketches in outline on paper, or black- 
board : 

1. The little bedroom. 

2. The reapers in the field. 

3. Mt. Carmel, and the Shunamite riding on the 
ass. 

4. The shut door. 

(It will be better not to picture except in words, 
that which went on within the room.) After show- 
ing the picture of the little bedroom, tell of Elisha's 
visit and his promise to the Shunamite. After the 
story of the promise to Abraham and Sarah, and 
that to Hannah, the children will well appreciate 
this. With the second picture let them read what 

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/IDanual tor tTeacbers 



happened out in the field. The teacher may take up 
the story with the third and fourth pictures. 

Special aim : Great things grow out of little kind- 
nesses. Other illustrations of this might be added if 
there is time. 

Ask the class as a whole, or appoint a certain 
number, to study the next story at home and so be 
ready to give it next time. 

NAAMAN AND GEHAZI. 

Second Kings, Fifth Chapter. 

The children, or a certain group of them, are to 
give this story, having already studied it at home. 
Let first one, and then another tell certain parts. 
Question as to ''leper/' "captive," and ''prophet that 
is in Samaria." As the children tell, be sure that 
there is a clear and vivid picture before the rest. 
Why did the king of Israel rend his clothes? (The 
expression ought to be familiar to the class by this 
time.) Explain "When my master goeth into the 
house of Rimmon," etc., if the children are not able 
to. Make clear that what Gehazi first "said" he said 
to himself, that is, he was thinking about what 
Elisha had done, and what he (Gehazi) would do. 
After the children have completed the story, it will 
be well if there is time, to have all read it together 
for the benefit of those who have not the parts clear- 
ly connected. 

There are three suggestive points, either of which 



120 



/©anual tor Ueacbers 



might be the special aim, according to the need of 
the class: i. The helpfulness of the little maid. 2. 
The good of obedience in a little thing. Naaman 
had to put away his pride, or he could not get well. 
3. Deceit and its punishment. 



121 



THE ASSYRIAN ARMY AND THE 
PROPHET ISAIAH 

Second Kings, Eighteenth and Nineteenth Chapters. 

THE arrangement of this passage needs to be 
simplified, and the story may well be short- 
ened. Sennacherib, the great and powerful king of 
Assyria, came to conquer the cities of Judah. Heze- 
kiah was king of Judah at this time, a good king 
who feared God. Sennacherib sent a great army to 
Jerusalem under three of his chief men. When they 
were come up to the city, these men called for King 
Hezekiah that they might give him a message from 
their king. He sent out Eliakim, who had charge 
of his household, and Shebna, the Scribe, and Joab, 
the son of the Recorder, to meet these leaders of the 
army. And they said. Say to Hezekiah, Thus saith 
the great king, the king of Assyria : On whom are 
you trusting for help against me? If you trust in 
the king of Egypt, he is not strong enough to help 
you. But if you say, We trust in the Lord our God, 
He will not deliver you from my hand. The Lord 
has said to me. Go up against this land and destroy 
it. Then Eliakim said, Speak to us in the Syrian 
language, for we understand it ; do not speak to us 
in the Jews' language, for the people on the wall will 
hear. The Assyrian officer answered, My master 
did not send me to speak these words to your master 

122 



/Manual tor Ucacbers 



only, but he has sent me to speak to the men on the 
wall. Then he cried with a loud voice in the Jews' 
language. Hear the word of the great king, the king 
of Assyria, Do not let Hezekiah deceive you; he 
shall not be able to deliver you out of my hand ; do 
not let Hezekiah make you trust in the Lord, but 
make your peace with me and come out to me. But 
the people answered him not a word, for the king 
had commanded. Answer him not. Then Eliakim 
and the others came to Hezekiah with their clothes 
rent and they told him what the Assyrian chief had 
said. When Hezekiah heard it, he rent his clothes, 
and put on sackcloth (a sign of great grief), and he 
went to the house of the Lord. Then he sent Elia- 
kim to Isaiah, the prophet, to ask him to pray to the 
Lord in this day of trouble. Isaiah said to the serv- 
ants of King Hezekiah, Say to your master, Thus 
saith the Lord, Be not afraid of the words that thou 
hast heard ; the king of Assyria has blasphemed me 
and he shall return to his own land and there I will 
cause him to fall by the sword. (See whether this 
expression is understood by the children.) 

Again, Sennacherib sent another message trying 
to frighten Hezekiah. After Hezekiah read the let- 
ter, he did something : Look to the bottom of p. 244, 
and find out what it was. From this point let the 
children read to the end of Hezekiah's prayer. Then 
the teacher would better give the first sentence of 
Isaiah's word to Hezekiah and follow it with these 
words (see end of paragraph), "Thus saith the 
Lord," etc., adding the Lord's word to Sennacherib, 
"I know thy sitting down, and thy going out, and 

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/iDanual for Ueacbcrs 



thy coming in and thy raging. I will turn thee 
back by the way by which thou earnest." 

Here may well come a decided stop. Then a de- 
scription be given of the great army of the Assyrians 
in camp outside the city, and the men asleep that 
night. Then came the Angel of the Lord smiting 
thousands and thousands of them, so that when peo- 
ple got up early in the morning they saw them dead 
in the camp. Tell of Sennacherib's going home and 
his death by the sword soon after. 

Special aim: The Lord's word fulfilled. Either 
of the following Scripture verses may be used : 
"Trust in the Lord and do good and verily thou, 
shalt be fed" (taken care of), or "Call upon me in 
the day of trouble and I will answer thee." 

Byron's poem, "The Destruction of Sennacherib," 
may well be read, at least to the older groups of chil- 
dren. 



124 



JOSIAH AND THE FINDING OF 
THE LAW. 

Second Kings, Twenty-second and Twenty-third 

Chapters. 

RECALL the giving of the law from Mount 
Sinai to the old Israelites. Many other com- 
mands were given after that, and some were written 
in a book — a part of the Bible which we now call 
Deuteronomy. For many years the people had for- 
gotten God's law and they had worshipped the idols 
of the nations which were all round about the king- 
doms of Israel and Judah. Many of their kings had 
led the people in their wicked living. And the book 
of the law had been lost for many years. But now 
and then a good king came to the throne. Josiah 
was one of these. He was a boy — eight years old — 
when he was made king and he had grown up to be 
a strong servant of the Lord God. But he had never 
seen the old book. 

Explain in regard to the books of that day and 
how the people did not have any Bible of their own. 

The house of God had not been taken care of. 
Josiah employed workmen to repair it. When the 
people went into the house of the Lord, they gave 
money to the keepers at the door. Now Josiah said 
to Hilkiah, the high priest. Reckon up this money 
and pay it to the workmen who have taken care of 

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/IDanual tot Ueacbers 



the house. When Hilkiah was in the temple, he 
found an old roll ; he looked into it and found that 
it was the book of the law — so long lost ! He gave it 
to Shaphan, the scribe (a man whose business it was 
to write in and read from any of the old rolls). 
Show a picture of this sort of ''book" if possible. 
And Shaphan took it to the king. He read it to him 
and Josiah heard the words of the book of the law 
for the first time. Then he rent his clothes and was 
in great trouble for, he said, Our fathers have not 
obeyed the words of this book. Tell how Hilkiah 
went to Huldah, the prophetess ; and let the class 
read what the prophetess said. Let the children 
study it for a few minutes afterwards and explain 
in their own words what it means. 

A good word-picture may be made of the great 
gathering — of the priests and the prophets and all 
the people both small and great ; of the king reading 
the words of the book ; of the covenant which he 
made. Have the children read of this at the end. 
This is a good opportunity to renew the thought of 
the covenant between God and his people. 

Special aim : "Because they have forsaken me and 
have burned incense unto other gods — I will bring 
evil upon this place ;" ''because thine heart was ten- 
der and thou didst humble thyself before the Lord — 
thou shalt have peace, neither shall thine eyes see all 
the evil." The old truth, "Whatsoever a man sow- 
eth" comes out again forcibly. And it will be well 
to have the above words ("Because," etc.) put on 
the blackboard. 



126 



STORIES OF THE CAPTIVES IN 
BABYLON. 

THE ^Ii;RY I^URNACE. 

Daniel, Third Chapter. 

THE teacher will need to read carefully the in- 
troduction to the "Stories from the Exile and 
Return," to have a clear view of the connecting 
links. Before taking the particular story for the 
day, it will be well to give to the class a little of the 
historical outline. This may be gathered from the 
first page of the Introduction and simplified. Tell 
of the continued disobedience to God of the people 
in both the kingdoms of Israel and Judah. 

At last a great king comes from Babylon. After 
fighting with the Jews and Israelites he conquers 
them, then makes the people prisoners and takes 
them away to Babylon. Explain the word captivity. 
An outline map, showing how far from home they 
went, will interest the children. The map at the be- 
ginning of our text-book will be suggestive to the 
teacher in making a large one. 

Tell the children we have some stories about the 
people while they were in exile — that means while 
they were kept out of their own land. The first is 
about three Jews, Shadrach, Meshach and Abednego, 
whom the king of Babylon had appointed to have 



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charge over certain affairs in Babylon. At this time 
Nebuchadnezzar was king. Let all take their books 
and tell what the king had had made. The teacher 
may tell best of the call to worship and of the com- 
mand of the king. Then will follow that dramatic 
picture: the playing of the musical instruments, 
the falling down of all the people to worship the 
golden image; the coming of the Chaldeans to tell 
the king that three Jews — Shadrach, Meshach, 
and Abednego, — had refused to worship the image. 
From this point: ''Then Nebuchadnezzar in his 
rage," etc., to the end of the story, may be read by 
the class. 

A good question for the children to decide is this : 
Was it right to disobey the king ? A good word for 
them after they have expressed their thought is, 
'*We ought to obey God rather than men." 

Special aim: Courage and trust rewarded. ''Do 
you see the Hebrew captives/' etc., is a good song 
to be sung to them. 

the; dream of the tree that was cut down. 

Daniel, Fourth Chapter. 

The story that Nebuchadnezzar himself told to 
all the people will be as a wonder-story full of 
attraction for the children. Its special value from a 
moral standpoint may at first be questioned. But 
as we look further we see the influence toward rev- 
erence for the greatness of the King of Kings, and 
every opportunity to give such an influence may well 

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be used. The old saying ''Pride goeth before a fall/' 
is also well shown here. 

First, read the story as a story to the class; the 
teacher interrupting himself only at two or three 
places for explanation. In telling a story it is often 
better not to stop for explanation of details unim- 
portant to the general sense. The children will pass 
by what they do not comprehend to get the whole 
picture. We may decide as to the need of explana- 
tion by noting whether that which is not likely to be 
understood is essential to the appreciation of what 
follows — e. g., "interpretation," "decree." (See 
Notes, Moulton, p. 307.) 

Emphasize the proud words: "Is not this great 
Babylon, which / have built for the royal dwelling- 
place by the might of my power and the glory of my 
majesty," etc. Then will be appreciated Nebuchad- 
nezzar's last word : "Those that walk in pride he is 
able to abase" (bring low). 

Give the children an opportunity to ask questions. 
If they ask about what happened to Nebuchadnezzar 
it is sufficient to say that it must have been a strange 
kind of sickness. 

At the end of the lesson let all join in saying : 

"How great are his signs ! and how mighty are 
his wonders ! His kingdom is an everlasting king- 
dom and his dominion (explain) is from generation 
to generation." 



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/©anual tot XTcacbers 



BEIvSHAZZAR S I^EAST. 

Daniel, Fifth Chapter. 

In this lesson there is much opportunity for the 
spectacular. But it will be apt to do more harm 
than good. Only a little, if any, concrete represen- 
tation will be needed ; the descriptions may be made 
so vivid. 

1st. Belshazzar at his feast. 

2d. The bringing of the gold and silver vessels, 

and the praising of the gods of gold, 

silver, etc. 
3d. The sudden appearance of the fingers of the 

man's hand and the writing. 
4th. The king's fear. 
5th. The queen's word. 
6th. The coming of Daniel. 

Some parts of the King's word to Daniel and 
Daniel's reply may be read. The interpretation of 
the writing will be difficult for children of this age 
to appreciate, unless it is carefully taue^t. Explain 
the first word thus: Mene: Numbered: Your years 
of being king, Belshazzar, are numbered — counted 
up, and the last is gone. The second may be worked 
out something like this: Ask the children if they 
have ever been measured by a mark on the wall and 
come short of it. They have been found wanting in 
height. (Illustrate on blackboard.) Have scales — 
or balances — if possible ; if not, picture them ; and a 
bag of sugar which may be ''found wanting" when 

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weighed by the pound mark. Remove these out of 
sight. These two illustrations may broaden the idea 
of the balances, and being found wanting, — the one 
being less concrete than the other. Now tell the 
children there is another way of being found want- 
ing. There is a mark for right doing — it is what a 
man knows is right. Belshazzar *'knew" (read at 
the bottom of p. 270, Moulton) he didn't do, and so 
he was "found wanting." 

On the other side of the blackboard have printed : 

"Thou art weighed in the balances 
And art found wanting." 
"He that knoweth to do well and doeth it not, to 
him it is sin." 

Then give the third word as follows : Upharsin 
means divisions, or Peres — divided: Your country 
is divided and given to others, not as bad as you. 
Let the children note Belshazzar's punishment that 
came to him that night. 

DANIEI. IN THE DEN OF UONS. 

Daniel, Sixth Chapter. 

Introduce this familiar and well-loved story 
thus: Darius, the new king, appointed a number 
of governors over the kingdom. Daniel was one of 
them, and by and by he was given the highest place. 
Why? Some of the other men then became jealous 
and tried to find something against Daniel which 
they might tell the king. Did they find it? Why 

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not ? Then the men said, We shall not find anything 
against Daniel unless the king commands him to do 
something that is against the law of God. So they 
schemed together and went to Darius, saying, All 
the governors wish you to make a law that no one 
shall ask a petition of any god or man for thirty 
days save of thee, O King, and if he does, he shall 
be cast into the den of lions. Now, O King, sign 
the writing and then the law cannot be changed. So 
King Darius did as they wished. From this point 
let the children read. Explain ''interdict," as a law 
forbidding something. 

The children's enthusiasm will be stirred by the 
old song : 

Dare to be a Daniel, 
Dare to stand alone. 
Dare to have a purpose firm, 
Dare to make it known. 

Special aim: "All that is required of a man is, 
that he be found faithful." 

Have this verse lettered on cards for the children 
to color. The consequences of good and evil are 
again strongly shown. On the blackboard may be 
written : 

The Result of Faithfulness. 
"So Daniel was," etc. (See last paragraph, p. 
275, Moulton.) 

The Result of Jealousy and Meanness. 
"And the king commanded and they brought those 
men," etc. (p. 275.) 

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It will be a pleasant change, and good for the chil- 
dren, to have certain ones appointed to do something 
in relation to the next story. There are four chief 
characters : Ahasuerus ; Vashti ; Mordecai ; Esther. 
Let one child find out about the king, another about 
the queen, another about the Jew who is spoken of 
and the fourth about the young woman. More than 
one may be assigned to the individual part, if pre- 
ferred. 



133 



THE STORY OF ESTHER. 

HOW A JEWISH maide;n became a queen 
Esther, First and Second Chapters. 

THE children have been asked to tell what they 
can about the four leading characters. The 
teacher's chief work will be to connect these different 
tellings so as to make one complete story. This is 
often harder than to give the entire story to the class, 
but the change will be helpful to the children. Be- 
fore they give their part, remind them of the cap- 
tivity of the Jews in Babylon. After the four per- 
sons have been spoken of, turn to the blackboard on 
which has previously been written: 

Ahasuerus ? 
Vashti ? 
Mordecai ? 
Esther ? 

Let different children fill in the answers. 

The special aim must be found in relation to what 
follows, which develops important truths for the 
children. The story must be viewed as a whole. 



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haman's wicked pIvOT and how it was over- 
thrown. 

Esther J Third to Eighth Chapters. 

There are several strong pictures to be brought 
out from this passage. 

1. The great Haman and the servants of the king 

bowing down to him, while one man — 
Mordecai, the Jew — refuses to do so. 

2. The anger and spite of Haman and his deter- 

mination to kill all the Jews ; ending in his 
request to the king. 

3. The sending out of the letters. 

4. Mordecai, in sackcloth and ashes, crying in the 

street ; Queen Esther's inquiry and Morde- 
cai's message. 

5. Esther before the king. 

6. Haman's consultation with his friends and the 

king's sleepless night. 

7. The king's conversation with Haman, and 

Mordecai honored. 

8. The banquet. 

Dore's picture of ''Esther accusing Haman," will 
be of interest. (Soule collection.) 

The courage of Esther may be especially shown. 
For the children to appreciate this, the one law of 
which Esther speaks (given on p. 281) needs to be 
made clear, followed by Mordecai's answer, and 
Esther's second reply. 

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/iDanual tor Ueacbers 



The result of Haman's wickedness is an added 
witness to the truth, '^Whatsoever a man soweth that 
shall he also reap." 

The teacher will be helped by turning always to 
the notes of the textbook. For these lessons see p. 
308. 

MORDECAI, PRIME MINISTER OF THE EMPIRE. 

Esther, Ninth Chapter. 

This conclusion of the story shows more fully the 
reward of the good and of the wicked. 

Much of it may well be read in the class. Some 
expressions will need to be explained or omitted: 
e. g., his ''device," etc., p. 286; "reverse the letters 
devised;" "scribes;" "provinces;'' p. 287; "posts;" 
"steeds;" "to be put in execution," p. 288; "on the 
spoil they laid not their hand;" "portions," p. 289. 
If the teacher tells the story these expressions can be 
changed for ones familiar; if the class reads, then 
simplify these that the youngest children may under- 
stand. 

Two scenes of special interest will be the sending 
of letters by messengers on "swift steeds;" and the 
going out of Mordecai in "royal apparel of blue and 
white." The celebration of the Jews "on the four- 
teenth day of the month Adar," may be to the chil- 
dren like our Thanksgiving day. 



130 



STORIES OF THE RETURN. 

HOW ne:he:miah re:buii.t the wai,i,s o^ 

JERUSALEM. 

Selections from Nehemiah. 

MARK out once more in an outline map the 
country of Persia, and far away the city 
of Jerusalem — the great city in the homeland of the 
Jews. Tell of the small number of the Jews that had 
escaped from captivity and were still living there; 
of Nehemiah, the cup-bearer to the king, who now 
tells his own story. Read parts of this story to the 
class : first, the first paragraph as far as "the wall of 
Jerusalem is broken down.'' Illustrate this wall on 
the blackboard or show a picture of it. The chil- 
dren will be touched by the weeping of Nehemiah, 
and may enter in to his prayer, if it is read to them. 
Read as much of it as their attention will bear. 

Describe Nehemiah's going before the king, and 
his journey, in brief. Use Dore's picture of "Nehe- 
miah viewing secretly the ruins of the walls of Jeru- 
salem" (Soule collection). Tell of the anger of the 
people around about and of their leaders who 
planned to fight against Jerusalem ; of the fear of the 
Jews; and of Nehemiah's trust in the Lord and 
courage. 

Show on the blackboard how half the people 

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/©anual tor XTeacbers 



worked on the wall building, and half held spears 
and shields ready to fight ; how each of the builders 
worked with one hand, and in the other held his 
weapon. And beside them stood a man ready to 
blow a trumpet at the sign of danger from their 
enemies. It may be best to omit the passage on pp. 
296 and 297 as the story is long, and go on to the 
finishing of the wall, and the great Thanksgiving. 
On paper, or on one side of the board, have the 
words : 

"Our God shall fight for us." 
"Be not ye afraid of them : remember the Lord 
which is great and terrible." 

the: RENEWAI, 01^ THK COVENANT UNDER EZRA. 

Nehemiah, Eighth and Ninth Chapters. 

Question in regard to the old covenant. (The 
word ' * covenant ' ' will probably be familiar by 
this time). How had the Israelites broken 
it? "The Children of Israel were in their cities" 
again. God had let those who remained of the cap- 
tives come home. And there was a great church 
gathering "in a broad place before the water-gate." 
They had no church building, but just a pulpit of 
wood which they had made ready. Ezra was the 
minister and opened the book of the law of Moses, 
and read "to all who could understand." Dore's 
picture of "Ezra reading to the people," may be used 
(Soule collection). 

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/©anual tor Zcacbcts 



After the people had prayed and heard the reading 
of the law they were afraid and sorry because of 
their sins. Let the class now read from the begin- 
ning, or at least, from the passage "And Nehemiah," 
etc., to "because they had understood the words that 
were declared unto them." Tell how on another day 
they came for a church service; then the Levites 
said: — the teacher would better read the following 
beautiful passage on pp. 301 and 302 to the words 
"forsookest them not," then let the children read the 
same. The whole of the speech of the Levites will 
probably be too much to read, so leave out from this 
sentence to the last paragraph on p. 304, beginning 
to read again at "Now, therefore, our God," or, go 
on to the closing part, when all the people renewed 
their covenant "to walk in God's law which was 
given by Moses the servant of God." 

The passage referred to above, pp. 301 and 302, 
is so good a summary of much which the children 
have studied that it will be well to commit it to 
memory, as the closing work in the study of these 
Old Testament Stories. Take most of the lesson 
hour for beginning this memorizing, and it may be 
continued as special work for several weeks. It will 
be best to divide it thus: ist. The general praise to 
God. 2d. The part about Abram. 3d. The part 
about the fathers in Egypt. 4th. The laws given on 
Mount Sinai. 



139 



my IS 1903 



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